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22 Қаңтар 2025
167
Бонусты жинап картаңызға (kaspi Gold, Halyk bank) шығарып аласыз
Action 11 сынып 3 тоқсан ҚМЖ жинағы
Short term plan: term 3
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Unit: 5 Work and inventions |
Lesson 49 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
Investigating the world of work |
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Learning objectives |
11.1.1.8 - develop intercultural awareness through reading and discussion 11.2.4.1 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - introduce vocabulary related to investigating the world of work - listen for specific information personalise the topic; to express an opinion |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:63 • Direct Ss' attention to the pictures and the speech bubbles, have Ss read what they say and then match the people to the office personalities in the list. Check Ss' answers. Ex: 2 P: 63 • Ask Ss to read the list of job benefits and then play the recording. Ss listen and decide which benefits each speaker's job offers. Check Ss' answers. Over to you • Read out the question and elicit answers from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the pictures and read what each person says. ANSWERS 1A 2E 3C 4B 5D 6 F • Learners listen and say what benefits each person says their jobs offers. ANSWERS 1 working environment, creativity, general job satisfaction 2 collaborative work environment, general job satisfaction 3 level of responsibility, general job satisfaction • Learners think about the factors ANSWERS The most important factor for me in a career is having general job satisfaction. It's true that having a large salary is very nice, but if you don't enjoy the work or hate the working environment then what's the point? Personally, I think it's much better to be happy with what you're doing, and to have positive working relationships with your colleagues. I can't think of anything better than a job you love that has a nice collaborative work environment where you feel satisfied and part of a winning team! |
Descriptor: - look at the pictures - read what each person says Total: 3 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - listen and say - benefits each speaker's job offers Total: 3 point Descriptor: - think about the factors Total: 1 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 50 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Considering success in business |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 11.4.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - listen and read for gist - read for specific information (multiple matching) - consolidate new vocabulary through antonyms |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson •Learners remember previous lesson vocabulary Students say different words from the picture Answer the question. |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - know daily routines vocabulary Assessment criteria - Learners have met the learning objectives if they can talk about brain technology |
Pictures worksheet |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:64 • Ask Ss to look at the title and the subheadings and elicit which of the young entrepreneurs stands out from various Ss around the class. Then play the recording. Ss listen and read the text and find out more about them. Ex: 2 P: 64 • Give Ss time to read the questions and the read the text again and complete the task. Check Ss' answers around the class. Ex: 3a P: 64 • Read out the list of words and then give Ss time to find the antonyms in the text. Check Ss' answers. Ex: 3b P: 64 • Ask Ss to work in pairs and explain the meaning of the highlighted phrases in the text using their dictionaries to help them. Elicit answers from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils look at the title and subheadings of the text. Answer the question. ANSWERS Arman Toskanbayev stands out for me because he started more than one business. • Pupils read the text and for questions choose from the people. ANSWERS 1 B 2 B 3 A 4 C 5 C 6 A 7 C • Pupils find the antonyms of the following words in the texts ANSWERS Text A: unambitious ≠ aspiring poverty-stricken ≠ wealthy Text B: order ≠ chaos loss ≠ profit Text C: immovable ≠ portable increasing & reducing • Pupils in pairs explain the meaning of the highlighted phrases in the text. ANSWERS to get stuck in a rut = to be unable to break a pattern or routine see the bigger picture = to have a clear overview |
Descriptor: - look at the title - answer the question Total: 2 point Descriptor: - read the text - complete the task. Total: 2 point Descriptor: - find the antonyms Total: 2 point Descriptor: - work in pairs - in pairs Total: 2 point Self assessment
-Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 3
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Unit 3 Work and inventions |
Lesson 51 |
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Teacher name: |
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Date: |
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Grade: 11 |
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absent: |
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Lesson title |
Grammar: Verb complementation |
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Learning objectives |
11.4.1.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.6.5.1 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics 11.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 11.5.3.1 - write with grammatical accuracy on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - learn/revise verb complementation - find specific information in a text - personalise the topic |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In |
. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 4 P: 65 • Ask Ss to look at the underlined examples in the text and elicit the type of verb complementation pattern. Refer Ss to the Grammar Reference section to check their answers. Ex: 5 P: 65 •Ask Ss to work in pairs and discuss what they think are the advantages/disadvantages of the jobs in the texts. Then ask various Ss to share their answers with the class. .. Ex:6 P: 65 • Refer to the four young entrepreneurs and read out the questions. Give Ss a few minutes to think of their answers, then ask various Ss to tell the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils look the underlined examples in the text. ANSWERS has a luxurious home: transitive verb + direct object enjoyed learning about computers: transitive verb+ ing phrase •Pupils discuss in pairs answer the question ANSWERS A: I think that in text A, the advantages are that his businesses are successful and he is making money. B: Yes, and he is also making a difference to Kazakhstan by introducing new technology that will have a positive impact. However, he didn't get any help in the beginning. What about the advantages in text B? A: I think the advantages are that he received lots of investment from his friends and family and created a carbon-neutral taxi business and made a lot of profit. But what about the disadvantages •Pupils answer the question. Explain in your own language. ANSWERS Arman Toskanbayev's inspiration for starting his business was that he understood his talent was related to computers and technology. Nicko Williamson's inspiration for his company was his love of cars and seeing a garage that offered environmentally-friendly car conversions. Edwin Broni-Mensah's inspiration was the realisation that he was spending a lot of money on bottled water when tap water is free |
Descriptor: - look the underlined examples in the text. Total: 1 point
Self assessment Descriptor: - discuss in pairs - answer the question Total: 1 point
Descriptor: - answer the question - explain in your own language. Total: 1 point -Make CCQ questions Yes / No pupils are evaluated by collecting pencils |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 52 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
Special talents and inventions |
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Learning objectives |
11.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings 11.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics 11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics |
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Lesson objectives |
Learners will be able to: - introduce vocabulary related to special talents - read for specific information - consolidate new vocabulary and practise collocations |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 66 Direct Ss to the pictures and read out the verbs in the list. Give Ss time to complete the phrases under the pictures. Check Ss' answers and elicit which talents Leonardo da Vinci possessed. Ex: 2 P: 66 Elicit what else, if anything, Ss know about Leonardo da Vinci and elicit questions about him from Ss around the class. Write four of them on the board. Ss read the text to see if they can answer them. Ex:3 P: 67 Ask Ss to read the sentences 1-5 and then give them time to read the text again and decide on their answers. Check Ss' answers around the class. Ex:4 P: 67 Explain the task and give Ss time to fill in the words to make phrases. Then give Ss time to use the phrases to write sentences based on the text. Elicit answers from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils fill the gaps. ANSWERS 1 painted 2 invented 3 designed 4 sketched 5 studied 6 drew •Pupils write four questions. ANSWERS 1 What is Leonardo da Vinci's most famous painting? ('Mona Lisa') 2 What sorts of things did Leonardo da Vinci invent? (a robotic knight, a parachute, a calculator, musical instruments, a bicycle and flying machines) 3 What was the name of the famous sketch of the human body that he drew? ('Vitruvian Man) 4 What subjects did Leonardo da Vinci study? (art. human anatomy, engineering, botany, geology. music and more) •Pupils read the text again and mark the statements. ANSWERS 1 DS 2T 3 F 4 DS 5 F •Pupils fill the gaps. ANSWERS 1 dissections 2 Renaissance 3 intellectual 4 accurate 5 detailed 6 seek |
Descriptor: - fill the gaps - complete the phrases under the pictures. Total: 2 point
Self assessment Descriptor: - write four questions. - read the text Total: 2 point
Descriptor: - read the text - mark the statements. Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit5 Work and inventions |
Lesson 53 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
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Lesson title |
Grammar: Clauses of concession |
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Learning objectives |
11.2.4.1 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics 11.5.8.1 - communicate and respond to news and feelings in correspondence through a variety of functions on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - identify what has been communicated - identify, compare and contrast thesis statements and arguments - proofread own and other’s works for spelling |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
Ex: 6 P: 67 • Refer to revise the theory of concession and multi-word verbs. Then Ss time find examples the text Elicit answers from Ss around class. |
. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture • Pupils find examples of clauses of concession and multi-word verbs in the text ANSWERS clauses of concession: But, despite the fact that, Although multi-word verbs: came up with, carry out |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about Descriptor: -read the text - find examples of clauses Total: 2 point |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 7a P: 67 • Explain the task and give Ss time to complete it. Elicit answers from Ss around the class. Ex:7b P: 67 • Explain the task and give Ss time to complete it. Check Ss' answers. Ex:8a P: 67 • Explain the task and give Ss time to read the summary and find and underline examples. Check Ss' answers. Ex:8b P: 67 Read out the list of types of pre-/post-modifying noun structures and have Ss match the underlined ones from Ex. 7a to them. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils write sentences based on the text. ANSWERS 1 Leonardo da Vinci designed a lot of machines, though few were ever actually built. 2 15 of da Vinci's works can still be seen today, but most of them have been lost. 3 Da Vinci was a successful engineer and architect, yet he is mainly remembered as a painter. 4 Even though he lived over 500 years ago, da Vinci is still one of the world's most famous artists. 5 While few of da Vinci's designs were built in his lifetime, several have been built in the 21st century •Pupils fill the gaps. ANSWERS 1 did away with 2 got round to 3 came up with 4 fell back on 5 brought about •Pupils read the summary and underline four pre- modifying and two post modifying noun structures. ANSWERS Pre-modifying noun structures: Renaissance period, fourteen-year-old boy, painting apprenticeship, leather notebooks, Post-modifying noun structures: woman with a haunting smile, people who come from all over the world •Pupils match the pre/post modifying noun structures. ANSWERS 1 (woman) with a haunting smile 2 painting apprenticeship 3 fourteen-year-old boy 4 people who come from all over the world 5 Renaissance period 6 leather notebooks |
Descriptor: - write sentences based on the text -complete the sentences Total: 2 point
Self assessment
Descriptor: - fill the gaps Total: 1 point Descriptor: - read the summary -underline the noun structures Total: 2 point Descriptor: - read out the list of types noun structures - match the noun structures Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 54 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Big ideas |
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Learning objectives |
11.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings 1 1.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 11.4.1.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.6.1.1 - use a variety of pre - and post - modifying noun structures on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - identify and present comparing and contrasting ideas and cause/effect patterns - identify differences and similarities in the main ideas of two or more extended text |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 68 • Ask Ss to read the introduction and the titles and look at the pictures. Elicit why each person may be described as a 'bright spark'. Play the recording. Ss listen and read the text and find out. Ex:2 P: 69 • Ask Ss to read the questions. Then give them time to read the text and match the people to the questions. Check Ss' answers. Ex:3 P: 69 • Read out the words in bold in the text and the words/phrases in the list and ask Ss to match them using their dictionaries if necessary. Check Ss' answers. Ex:4 P: 69 • Give Ss time to consider their answers and then write a few sentences in response. Ask various Ss to share their answer with the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the introduction to the text and look at the titles and the pictures. Answer the question. ANSWERS I think each person can be described as a bright spark because they are all intelligent in different ways: Angela Zhang is a scientist, Emily Cummins is an inventor and Derreck Kayango is a community project leader Pupils read the text again. For questions choose from the people. Compare with a partner. ANSWERS 1 B 2 A 3 C 4 A 5 B 6 B 7 A •Pupils match the words in bold with their meaning ANSWERS stunned shocked decode = solve promising = likely to be successful portable = easily moved potential = capability sanitise = clean •Pupils choose one of the people in the text and think about why your admire them. ANSWERS I admire Derreck Kayongo. He is successful because he heard something that shocked him and tried to do something about it and make a difference. We can be inspired by him to make a change in world, to help others and to be more resourceful by trying to reuse or recycle materials rather than being wasteful and throwing them away |
Descriptor: - read the introduction - answer the question. Total: 2 point
Self assessment Descriptor: - read the text again. - match the people to the questions Total: 2 point
Descriptor: - read out the words in bold - match the words Total: 2 point Descriptor: - choose one of the people - write a few sentences in response Total: 2 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 55 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Grammar: Adjective complements |
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Learning objectives |
11.1.7.1 - develop and sustain a consistent argument when speaking or writing 11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics 11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: - create a logical, well-structured argument - summarize and interpret the position of the author - conduct and deliver independent research |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5a P: 69 • Refer Ss to the Grammar Reference section to revise adjective complements. Then elicit examples in the text and have Ss check in the Grammar Reference section. Ex:5b P: 69 • Explain the task and give Ss time to match the two columns. Check Ss' answers. Ex:6 P: 69 • Ask Ss to read the questions 1-5 and the possible answers and think about what they key words might be. Play the recording. Ss listen and complete the task. Check Ss' answers. Ex:7 P: 69 • Ask Ss to work in small groups and compare and contrast the projects in the text in Ex. 2 and then rank them in order of importance. Ask various 5s to share their answers with the class and give justification. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils find an example of an adjective complement in text. Answer the question. ANSWERS was very shocked to be told 'to be told' is the passive form of the infinitive 'to tell' Pupils match two columns. ANSWERS 1 c 2 e 3 a 4 F 5 d 6 b •Pupils listen to an interview which a woman about her business. For questions, choose the best answer. ANSWERS 1 A 2 C 3 B 4 C 5 A •Pupils compare and contrast the ideas in the text . ANSWERS A: I think the idea to cure cancer is probably the most important one. It will save many lives if it works. B: Yes, I agree. And I think the least important one is the recycled soap. I mean it's useful, but not as important as curing cancer. C: I see what you're saying. But wouldn't it be great for people in developing countries to have access to better hygiene? It could prevent a lot of diseases. A: Hmmm, I see your point. Do you think it is more important than the portable fridge? |
Descriptor: - find an example of an adjective - answer the question. ANSWERS Total: 2 point
Self assessment Descriptor: - match two columns. Total: 1 point
Descriptor: - listen to an interview - choose the best answer Total: 2 point Descriptor: - compare and contrast the ideas Total: 1 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 56 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
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Lesson title |
Writing: Letters to the editor |
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Learning objectives |
11.2.7.2 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics 11.3.3,1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.5.4.1 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics |
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Lesson objectives |
Learners will be able to: -identify why the speakers used particular words or phrase -perform a persuasive discourse based on cause-effect pattern |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 70 • Give Ss time to read through the Writing Tip and tell them that this information will help them to write a letter to the editor successfully. Then ask Ss to read the rubric and underline the key words. Then elicit answers to the questions from Ss around the class. Ex:2 P: 70 • Give Ss time to read the model and the list of phrases A-H. Then have Ss replace the underlined phrases in the model with suitable alternatives from the list. Check Ss' answers. Ex:3 P: 71 • Ask various Ss to express their opinions on job fairs using the ideas in the model letter and their own ideas as well as the useful language. Ex:4 P: 71 • Ask Ss to read the rubric and answer the questions. Check Ss' answers around the class. Ex:5 P: 71 • Explain the task and give Ss time to match the reasons and the examples/results. Then ask Ss to expand their answers into full sentences using phrases from the Useful Language box. Elicit answers from Ss around the Class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the rubric and underline the key words. ANSWERS 1 the editor and readers of the science magazine 2 to explain my views on the points raised in the article and give reasons for my opinions 3 formal style 4 2-3-first second/third viewpoints with examples/ reasons/results Pupils read the model. The underlined phrases are in the wrong register. Replace them with their correct formal equivalents. ANSWERS 1 F 2 H 3 A 4 G 5 D 6 C 7 B 8 E •Pupils answer the question. Tell the class ANSWERS Personally, I don't think that job fairs have become obsolete. Considering the fact that the provide an excellent opportunity for jobseek... to make connections and for employers to evaluate potential candidates, it's obvious that they have value. I say this because we all know the value of a first impression and human interaction. •Pupils read the rubric and underline the key words. ANSWERS 1 I am writing to the editor of a science magazine. 2 I will write in a formal style because I am writing to someone I do not know. 3 B because it is the most formal and polite •Pupils match the viewpoints to the result. ANSWERS 1 b 2 c 3 a |
Descriptor: - read the rubric - underline the key words. Total: 2 point
Self assessment Descriptor: - read the model text. - underlined phrases are in the wrong register Total: 2 point
Descriptor: - answer the question - tell the class Total: 2 point Descriptor: - read the rubric - underline the key words Total: 2 point Descriptor: - match the viewpoints to the result Total: 1 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 57 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Culture corner Summative assessment for the unit «Work and inventions» |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.6.14.1 -use a growing variety of more complex prepositional phrases including those relating to concession and respect use a variety of multi - word verbs of different syntactic types on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - recognize and evaluate certain points that will help comprehend the main points effectively -perform a persuasive discourse based on cause-effect pattern |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 72 • Ask Ss to look at the pictures and the headings. Then elicit what, if anything, Ss know about these inventions. Elicit various questions about them from Ss and write two of them on the board. Then give Ss time to read the text and see if they can answer them. Ex:2 P: 72 • Ask Ss to read the text again and give them time to complete the gaps with an appropriate word. Check Ss' answers. Ex:3 P: 72 • Ask Ss to work in small groups. Give Ss time to consider the questions and discuss their answers and rank the inventions in order of importance. Then ask various groups to tell the class. Summative assessment for the unit «Work and inventions» Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the pictures and the headings. Answer the questions. Write down two questions. ANSWERS I know that reflecting telescopes allowed astronomers to see into space. I also know that Alexander Graham Bell invented the telephone. 1 What were the first bicycles like? (They had one large wheel and one small one and were very dangerous.) 2 Who invented the ATM? (James Goodfellow) Pupils read again and fill the gaps with an appropriate words. ANSWERS 1 since 2 by 3 instead 4 the 5 made 6 This 7 the/its 8 last/past 9 such 10 took 11 addition 12 which/that 13 was 14 order •Pupils answer the questions. Discuss in groups. ANSWERS The invention that impressed us the most is the jet engine because the inventor was only 22 years old. 1 Telephone 2 ATM 3 Jet engine 4 Bicycle 5 Reflecting telescope |
Descriptor: - look at the pictures - answer the questions. Total: 2 point
Self assessment Descriptor: - read again - fill the gaps Total: 2 point
Descriptor: - answer the questions - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 58 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Curricular: PSHE |
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Learning objectives |
11.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.5.4.1 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics 11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - summarize main information from graphs/charts/maps - present findings based on independent research |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 73 • Direct Ss to the title and the subheadings in the text and elicit what they think it is about and what some ways of standing out from the crowd are. Play the recording. Ss listen and read and find out. Ex:2 P: 73 • Ask Ss to read the pieces of advice and then give them time to read the text again and decide which ones are true. Elicit answers from Ss around the class and ask them to justify their answers. Ex:3 P: 73 • Ask Ss to read the text again and make notes. Then have Ss work in pairs and tell their partner how to stand out from the crowd when looking for a job. Monitor the activity around the class. Ex:4 P: 73 • Give Ss time to research online and collect more information about how to stand out from the crowd when job-hunting and prepare a presentation. Ask various Ss to present their information to the class. Alternatively, assign the task as HW and ask Ss to give their presentations in the next lesson Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the title of the text and the subheadings. Answer the question. ANSWERS I think the text is obout how to be noticed more than other applicants when applying for a job. Some ways of standing out from the crowd are by having an interesting CV that shows your skills clearly, by getting some relevant work experience or by having a good reputation online with business social networks Pupils answer the question. Justify your answer. ANSWERS 1 False - You should tailor your CV to the job. 2 False - You should avoid using jargon and cliched wording. 3 True - You should be able to prove you claims with concrete examples. 4 False-The article does not mention volunteering or other unpaid work. 5 True - You should market yourself and you can showcase your work •Pupils make notes on the text. Then use them to tell your partner. ANSWERS You can stand out from the crowd by creating an interesting CV that demonstrates your skills clearly. Remember to adapt it to the job you are applying for. You can also stand out from other applicants by proving yourself by getting some relevant work experience or even by finding a way to showcase your skills. Another tip is to boost your reputation •Pupils do some research on more ways to stand out from the crowd when job-hunting. ANSWERS Students own answer. |
Descriptor: - read the - answer the question. Total: 3 point
Self assessment Descriptor: - answer the question - justify your answer. Total: 2 point
Descriptor: - make notes on the text. - use them to tell your partner Total: 2 point Descriptor: - do some research - collect more information Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 59 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Language in use |
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Learning objectives |
11.2.1.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter -paragraph level] on a range of more complex and abstract general and curricular topics |
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Lesson objectives |
Learners will be able to: - discuss\debate on a range of local, national and global issues - identify the main idea ignoring minor details |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 74 • To present and practice phrasal verbs Explain the task and ask Ss to use the phrasal verbs in the diagram to complete it. Give Ss time to complete the task and then check Ss' answers. Ex:2 P: 74 • To practise prepositional phrases Explain the task and give Ss time to complete it and then check Ss' answers. Ex:3 P: 74 •To practise collocations Explain the task and give Ss time to complete and then check Ss' answers. Ex:4 P: 74 • To practise word formation Explain the task and give Ss time to complete it and then check Ss' answers Ex:5 P: 74 • To consolidate words which are often confused Explain the task and give Ss time to complete it and then check Ss' answers. Kazakhstan in Action! Aim To present interesting information relating to inventions and simulated job interviews in Kazakhstan Have Ss read the text and fill the gaps with the correct words. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils complete the sentences with the phrasal verbs in the diagram in the correct form. ANSWERS 1 carried over 2 blow over 3 win over 4 sign over 5 get over Pupils choose the correct preposition. ANSWERS 1 in 2 from 3 to 4 to •Pupils fill the gaps. ANSWERS 1 potential 2 aspiring 3 joint 4 collaborative •Pupils complete the sentences with a word formed from the word in capitals. ANSWERS 1 evaporation 2 conversion 3 wasteful 4 perseverance •Pupils choose the correct word. ANSWERS 1 survive 2 rejection 3 achieve 4 proportions •Pupils read and fill in the correct word. ANSWERS 1 at 2 Their 3 for 4 of 5 been 6 by 7 have 8 which/ that 9 their 10 has 11 from 12 with 13 which 14 of 15 In 16 won/ earned |
Descriptor: - present and practice phrasal verbs - complete the sentences Total: 3 point
Self assessment Descriptor: - practise prepositional phrases - choose the correct preposition Total: 2 point
Descriptor: - practise collocations - fill the gaps Total: 2 point Descriptor: - practise word formation - complete the sentences Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 60 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Progress check. Reading |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.5.1.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - recognize and evaluate certain points that will help comprehend the main points effectively - perform a persuasive discourse based on cause-effect pattern |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 75 • To read for cohesion and coherence (missing sentences) Ask Ss to read the statements A-F and think about the key words. Give Ss time to read the text and choose the correct sentence for each gap. • Check Ss' answers. Ex:2 P: 75 • To listen for specific information (multiple choice) Ask Ss to read the questions 1-5 and the possible answers. Play the recording. Ss listen and choose their answers. Check Ss' answers. Ex:3 P: 76 •To consolidate vocabulary from the module Explain the task. Ss complete the task. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the text and choose from the sentences the one which best fits each gap. There is one extra sentences. ANSWERS 1 C 2 F 3 A 4 E 5 D Pupils listen for specific information. For question choose the answer. ANSWERS 1 B 2 C 3 B 4 C 5 C •Pupils fill the gaps. ANSWERS 1 sanitised 2 tailored 3 invested 4 decoded 5 bent 6 sought 7 embodied 8 obscured 9 achieved 10 imported |
Descriptor: - read the text - choose from the sentences Total: 3 point
Self assessment Descriptor: - listen for specific information - for question choose the answer Total: 2 point
Descriptor: - fill the gaps Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Work and inventions |
Lesson 61 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Progress check. |
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Learning objectives |
11.2.7.1 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics 11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics |
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Lesson objectives |
Learners will be able to: - recognize and evaluate certain points that will help comprehend the main points effectively - perform a persuasive discourse based on cause-effect pattern |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 4a P: 76 • To practise adjective complements and transitive & intransitive verb complementation patterns Explain the task. Ss complete the task. Check Ss' answers. Ex: 4b P: 76 •transitive & intransitive verb complementation patterns Explain the task. Ss complete the task. Check Ss answers. Ex:5 P: 76 •To practise pre-modifying and post- modifying noun structures Explain the task. Ss complete the task. Check Ss' answers. Ex:6 P: 76 •Explain the task and give Ss time to plan and complete their work using the prompts and then check Ss' answers. You can write the points discussed in the Suggested Answer Key on the whiteboard to help Ss. Alternatively, assign the task as HW and check Ss' answers in the next lesson. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils match the columns to form sentences. ANSWERS 1 d 2 e 3 b 4 a 5 c Pupils match the sentences in ex 4a to the type of complementation they show. ANSWERS A 2 B 3 C5 D1 E 4 •Pupils read the text and underline three pre-modifying and two post modifying nouns structures. ANSWERS pre-modifying: five-minute break, university lab, programming course post-modifying: spectrometer which is linked to a tablet, tablet with pre-installed apps •Pupils read the rubric and write your letter. ANSWERS Students own answer. |
Descriptor: - practise adjective complements and transitive - match the columns to form sentences Total: 2 point
Self assessment Descriptor: - match the sentences - complete the task. Total: 2 point
Descriptor: - read the text - pre-modifying and post- modifying noun structures Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 62 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Vocabulary: STEM |
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Learning objectives |
11.4.6.1 - recognise the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics 11.3.4.1 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics 11.6.6.1 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - assess the effectiveness of loaded language by/in two or more -respond specifically to others’ ideas, statements by evaluating and critically analyzing different perspectives |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 77 • To introduce the topic of STEM Direct Ss' attention to the title. Elicit which academic subjects/fields STEM includes. Elicit what else Ss know about STEM. Ex: 2 P: 77 •To introduce vocabulary related to STEM Direct Ss' attention to the text and ask them to read the words in the list. Then have Ss read the text and use the vocabulary to fill the gaps. Play the recording. Ss listen and check their answers. Ex:3 P: 77 •To consolidate information in a text Ask Ss to work in pairs to prepare a presentation about STEM using the information in the pie chart. Ss give their presentations and provide feedback to other pairs. Ex:4 P: 77 •To expand the topic; to develop critical thinking skills Ask Ss to talk in pairs and discuss which of the STEM careers in the text are popular in Kazakhstan and around the world. Monitor the activity around the class and then ask some pairs to share their answers with the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils answer the question. Tell the class. ANSWERS STEM includes the fields of science, technolgy. engineering and mathematics because that is what the letters stand for. Jobs related to STEM are growing in popularity. Pupils read the text. Fill the gaps. ANSWERS 1 science 2 developer 3 network 4 engineer 5 advisor •Pupils read the text again. In pairs present STEM to the class including the information in the pie chat. ANSWERS STEM is a group of subjects in the fields of science, technology, engineering and mathematics. STEM helps us to develop ideas about the world around us and create something new. It also helps us to understand and analyse various phenomena. Employment in STEM fields has grown in recent years with the USA showing an increase of 79% since 1990. There are lots of jobs in STEM fields, from laboratory-based jobs such as biochemists and forensic science technicians to financial advisors and accountants •Pupils answer the question. Discuss in pairs. ANSWERS Students own answer. |
Descriptor: - answer the question. - tell the class. Total: 2 point
Self assessment Descriptor: - read the text - fill the gps Total: 2 point
Descriptor: - read the text - present STEM to the class Total: 2 point Descriptor: - answer the question - discuss in pairs. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 63 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Intelligent Energy storage |
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Learning objectives |
11.2.1.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics; |
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Lesson objectives |
Learners will be able to: - identify the vocabulary in the context - utilize different strategies to craft specific and relevant questions |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 78 •To introduce key vocabulary relating to the topic • Read out the list of renewable and non-renewable energy sources. • Give Ss time to think about the difference between themandelicit answers from Ss around the class. Ex: 2 P: 78 •to develop critical thinking skills • Ask Ss to look at the picture and elicit which types of renewable energywind turbines and photovoltaic cells use. (Wind power and solar power). • In groups, Ss discuss how the other renewable energy sources fromEx. 1 are produced. • Monitor the activity around the class and then ask some groups tosharetheir answers with the class Ex:3 P: 78 •To introduce the topic; to listen and read for specificinformation • Read out the definition and elicit whether Ss have heard of 'energystorage' before. Student’sbook,IWB,ClassCD,Track3.10 • Ask Ss to write down two questions they have about energy storage. • Play the recording. Ss listen and check if they can answer their questions. • Ask various Ss to share their questions and answers with the class. Ex:4 P: 78 •To read for specific information (multiple choice) • Ask Ss to read the questions 1-5 and the possible answers. • Then give Ss time to read the text and choose their answers accordingto what they read. • Check Ss’ answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the list renewable and non-renewable energy sources. Answer the question. ANSWERS The difference between renewable and non-renewable energy sources is that renewable energy sources do not run out, whereas non-renewable energy sources are only available in a limited amount. Pupils look at the picture. Answer the question. Discuss in groups. ANSWERS A: I know hydroelectric power is produced using dams, waterfalls or in any place where water flows downhill. But I don’t know anything about geothermal energy. B: Geothermal energy is produced using the heat from the Earth’s core. It heats up water, turns it into steam and turns a turbine. C: That’s fascinating! I think I once saw machines in the sea that help generate energy using wave power. Every time there was a wave, the machine moved and turned a turbine. •Pupils read the definition. Listen to the text to check if you can answer your question. ANSWERS 1 How can we store 1 How can we store energy? (We can use batteries such as lithiumion batteries.) 2 What are the benefits of using energy storage? (We can have energy any time we need it.) •Pupils read the text. For question choose the correct answer. ANSWERS 1 D 2 B 3 A 4 C 5 B |
Descriptor: - read the list renewable and non-renewable energy - answer the question. Total: 2 point
Self assessment Descriptor: - look at the picture. - answer the question - discuss in groups. Total: 2 point
Descriptor: - read the definition - answers with the class. Total: 2 point Descriptor: - read the text - choose the correct answer. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 64 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Grammar: Verb complementation |
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Learning objectives |
11.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.3.1.1 - use formal and informal language registers in talk on a range of general and curricular topics, including some unfamiliar topics 11.6.5.1 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -revise verb complementation and present/past tenses, give a presentation about energy storage benefits |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson How to stand out from the crowd? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 79 •Direct Ss to the words in bold in the text and give them time to match Student’s book ,IWB Student’s book, IWB,DVD them to their synonyms in the list using their dictionaries to help them if necessary. • Check Ss’ answers around the class Ex: 6 P: 79 •Refer Ss to the Grammar Reference section to review the theory on verb complementation. Then read the sentences and ask Ss to identify the type of verb complementation used in the underlined words/phrases. • Check Ss’ answers around the class. Ex:7 P: 79 • Refer Ss to the Grammar Reference section to review the theory on present and past tenses. • Then elicit examples in the text (had already discovered, has evolved, are committing, are moving, have been using, have developed) and when/how we use different present/past tenses. • Give Ss time to complete the email with the correct present/past tense. • Check Ss' answers around the class. Ss justify their answers. Ex:8 P: 79 •Ask Ss to read the text and write three questions based on it. • Ss swap papers with a partner, answer each other's questions and evaluate the answers. • Monitor the activity around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils match the words in bold with their meanings. ANSWERS generated – produced offshore – not on land grid – a network of electricity fluctuate – change outweighs – is more than reliable – stable reservoirs – places where water is stored capacity – available space supply – quantity produced demand – quantity required overheating – becoming too warm Pupils look at the underlined words/phrases. Identify the type of the verb complementation. ANSWERS 1 transitive verb + direct object 2 transitive verb + indirect object + infinitive phrase 3 transitive verb + -ing phrase 4 transitive verb + direct object + adverbial phrase 5 intransitive verb (no object) (BUT ‘enter’ is also transitive e.g. They entered the building by the side door. – direct object: the building) •Pupils complete the email using the correct present or past tenses. ANSWERS 1 received (past simple, action happened at a stated time – last week) 2 have been researching (present perfect continuous, emphasis on the duration of an action that started in the past and continues up to the present – for three days now) 3 had been looking into (past perfect continuous, an action which started and finished in the past, before another action – before my company's Student’s book, IWB lithium-ion battery production took off) 4 had expressed (past perfect, an action which finished before another past action – prior to our expansion in this field) 5 hadn’t considered (past perfect, an action which finished beforeanother past action – before I read your proposal) 6 are thinking (think is a stative verb – when used in a continuous tenseit means ‘consider’) 7 want (present simple, stative verb in the present) 8 had intended (past perfect, an action which finished in the past andwhose result was visible at a later point in the past – but the weather forced me to cancel it) 9 forced (past simple, an action which happened at a stated time inthepast – a few hours ago) 10 hasn’t arrived (present perfect – an action which started in the past andcontinues up to the present – the time word 'yet') •Pupils write three questions based on the text. ANSWERS 1 What is the oldest energy storage solution? (Pumped hydroelectric facilities are the oldest energy storage solution. They involve pumping water uphill from one area to another and generating energy as it flows downhill again.) 2 Why are lithium-ion batteries considered one of the best energy storagesolutions? (They can store and deliver energy and are very efficient. Theyare also becoming less expensive to produce and purchase.) 3 How has the problem of overheating been addressed? (Experts havedeveloped software that regulates the speed of charging.) |
Descriptor: - match the words in bold - complete the sentences Total: 2 point
Self assessment Descriptor: - look at the underlined words/phrases - identify the type of the verb Total: 2 point
Descriptor: - complete the email - use the correct present or past tenses Total: 2 point Descriptor: - read the text - write three questions Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 65 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Energy storage solutions |
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Learning objectives |
11.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 11.4.6.1 - recognise the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics 11.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: -listen and read for cohesion and coherence (missing sentences), - revise future tenses, listen for specific information (multiple matching), - talk about energy storage solutions, write about energy storage solutions. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 80 •Direct Ss to the pictures and the list of words. • Give Ss time to label the pictures using the words in the list. Then, check Ss' answers. Ex: 2 P: 80 •Ask Ss to read the text. • Elicit how each energy storage solution works from Ss around the class. Ex:3 P: 80 • Ask Ss to read the statements A-F and think about the key words. • Give Ss time to read the text and choose the correct sentence for eachgap. • Check Ss’ answers. Ex:4 P: 81 •Explain the task. Give Ss time to complete the sentences using the words from the list. • Check Ss’ answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils label the pictures. using the words in the list ANSWERS 1 hydro 2 tower 3 air 4 batteries 5 hydrogen Pupils read the title and the subheadings of the text. Answer the question. ANSWERS Batteries contain chemicals that help store energy. Pumped hydro storage pumps water uphill in order to generate energy as it runs down again. Hydrogen energy storage keeps the energy generated by solar power as hydrogen in tanks. The energy storage tower works by storing energy by building blocks up and releasing it as they are lowered. Compressed energy storage works by compressing air underground then heating and releasing it to turn a generator. •Pupils read the text again and choose from the sentences the one which fits each gap. ANSWERS 1 E 2 B 3 F 4 A 5 D •Pupils fill the gaps. ANSWERS 1 electricity 2 impact 3 energy 4 capacity 5 consumption 6 excess 7 access 8 ambient |
Descriptor: - label the pictures - . use the words in the list Total: 2 point
Self assessment Descriptor: - read the title and the subheadings - answer the question Total: 2 point
Descriptor: - read the text - choose from the sentences Total: 2 point Descriptor: - fill the gaps. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 66 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Grammar: Future tenses |
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Learning objectives |
11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter -paragraph level] on a range of more complex and abstract general and curricular topics 11.6.13.1 - use a variety of dependent prepositions with less common nouns, adjectives and verbs on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - listen and read for cohesion and coherence (missing sentences), revise future tenses, listen for specific information (multiple matching), talk about energy storage solutions, write about energy storage solutions. |
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Value links |
Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5a P: 81 •Explain the task and give Ss time to read through the text again and identify the future tenses it contains. • Ask Ss to explain how each future tense in the text is used. Refer Ss to the Grammar Reference section at the back of their books for more details. Ex: 5b P: 81 •• Explain the task. • Give Ss time to complete it. . Ex:6 P: 81 • Ask Ss to read the sentences A-F. • Play the recording. Ss listen and match the speakers to the sentences. • Check Ss’ answers Ex:7 P: 81 •Ask Ss to work in pairs and think of other energy storage solutions and Student’s book, IWB which ones they use in their everyday lives. • Monitor the activity around the class, then ask some pairs to report back to the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils find examples of all the future tenses in the text. ANSWERS will have almost doubled (future perfect – for actions that will be completed by a certain time in the future) will have been generating (future perfect continuous – for actions that will continue to happen up until a certain time in the future) will we be using (future continuous – for actions that will continue to happen for a period of time in the future) Pupils put the verbs in brackets into the correct future tense. ANSWERS 1 will have been working 2 will be using 3 will you be staying 4 Will they have finished 5 won’t have edited •Pupils listen to five experts talking about energy storage solutions. Match speakers to their viewpoints. ANSWERS 1 C 2 D 3 A 4 F 5 E •Pupils answer the question. Discuss in pairs. ANSWERS A: Can you think of any other energy storage solutions? B: Well, I read something about chemical energy storage. It’s a littlesimilar to hydrogen energy storage, but I don’t use this in my everydaylife. A: The only energy storage solutions I use in my everyday life arebatteries. I use lithium-ion batteries in my smartphone and my digital camera. B: Me too. I also use alkaline batteries in my TV remote control. Myparents have got a lead battery in their car too. |
Descriptor: - find examples of all the future tenses - complete the task. Total: 2 point
Self assessment Descriptor: - put the verbs in brackets - complete the task. Total: 2 point
Descriptor: - listen to five experts - match speakers Total: 2 point Descriptor: - answer the question. - discuss in pairs. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 67 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Analyzing academic language |
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Learning objectives |
11.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings 11.2.7.1 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics; 11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: -listen and read for specific information (answer questions) - to consolidate understanding of a text |
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Value links |
Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
|
. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 82 • Elicit guesses from Ss as to what the prefix 'arthr-' and the suffix'-itis' mean and when we use them. • Elicit any other technical terms or characteristics of scientific writing Ss are familiar with. • Play the recording for Ss to check their answers. Ex: 2 P: 82 • Read out the questions and give Ss time to read the text again and find the answers. • Check Ss' answers around the class. . Ex:3 P: 82 • Explain the task and give Ss time to complete it and then Ex:4 P: 83 •Ask Ss to write two things they have learnt from the text. • Ss swap papers with a partner and compare their answers. • Monitor the activity around the class. A: I see that you have learnt that lots of prefixes and suffixes originate from the Latin or Greek languages. I already knew this, but I discovered that the rules surrounding forming plurals are different for many words in STEM subjects. B: Yes, I knew about that from words such as 'bacteria' and 'algae', but we both learnt that we should avoid words like 'almost', 'about' and 'nearly' texts because they suggest inaccuracy. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen to and read the text to find out. ANSWERS The prefix ‘arthr’ means joint and the suffix ‘itis’ means inflammation or infection. We join them with other word parts; ‘arthr’ could be used in medicine or taxonomy and ‘itis’ is often used in medicine. Other characteristics of scientific writing are that it has irregular plurals, uses passive voice and contains facts and figures, and not many descriptive adjectives Pupils read the text gain and answer the question. ANSWERS 1 A lot of scientific language comes from the Greek and Latin languages. 2 Forming plurals is different in scientific writing because many of them are irregular. Instead of using common plural endings such as -s, -es or -ies, scientific words often end with -i, -a, or -ae in the plural. 3 The characteristics of scientific texts include use of the passive voice, statistics and objective statements. 4 The writer feels that learning technical vocabulary can be difficult, but that lots of people find it tricky and so should practise and not give up •Pupils fill the gaps ANSWERS 1 common 2 scientific 3 technical 4 sentence 5 objective 6 personal •Pupils write two things you have learnt from the text. ANSWERS |
Descriptor: - listen to and read the text - answer the question Total: 2 point
Self assessment Descriptor: - read the text - answer the question. Total: 2 point
Descriptor: - fill the gaps - complete the task Total: 2 point Descriptor: - write two things - compare the answers Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 68 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Grammar affixes and suffixes Summative assessment for the unit «STEM» |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics; 11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics 11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics |
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Lesson objectives |
Learners will be able to: -listen and read for specific information (answer questions), learn/revise affixes(prefixes and suffixes) |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
|
. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 83 • Refer Ss to the Appendix to revise affixes. • Then explain the task and give Ss time to complete it. • Check Ss’ answers Ex: 6 P: 83 • Ask Ss to read the sentences 1-8. • Play the recording. Ss listen and fill in the missing information. • Check Ss’ answers. Ex:7 P: 83 • Read the questions in the rubric. • Play the recording. Ss listen and decide on the answers. • Elicit answers from Ss around the class. Summative assessment for the unit «STEM» Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils fill in the correct form of the words in bold using the appropriate affix. ANSWERS 1 misunderstood 2 non-members 3 lengthen 4 understaffed 5 trainee 6 interactive Pupils listen to two people discussing ways to teach scientific vocabulary. For question complete the sentences. ANSWERS 1 science 2 scientific 3 new words 4 different meaning 5 keywords terminology 6 (common) roots 7 wall display 8 define •Pupils listen to two students exchanging views on how to teach scientific vocabulary. Answer the question. ANSWERS The first student thinks that playing memory games is a good idea, whereas the second student thinks they are only suitable for younger children. Both students agree that visuals, such as picture dictionaries and props, can help students to remember new words. They also both believe that it’s a good idea to teach vocabulary through learning prefixes, suffixes and roots of scientific words. |
Descriptor: - fill in the correct form - complete the task Total: 2 point
Self assessment Descriptor: - listen to two people - complete the sentences Total: 2 point
Descriptor: - listen to two students exchanging views - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 69 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Writing: Public speaking |
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Learning objectives |
11.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.5.6.1 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics 11.6.9.1 - use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a wide range of general and curricular topics WB p.63 |
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Lesson objectives |
Learners will be able to: - to listen and read for gist - to learn about emotional language - to identify introductions and conclusions of a speech |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
|
. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 84 • Ask Ss to read the Writing Tip box. Explain any points Ss are unsure about. • Ask Ss to read the rubric, identify, and underline the key words. • Give Ss time to answer the questions and then check Ss’ answers. Ex: 2 P: 84 • Play the recording. Ss follow in their books and decide which hparagraph (A-C) contains the ideas listed. • Check Ss’ answers Ex:3 P: 84 • Read the Study Skills box aloud and elicit how the speaker uses emotional language in the opening of the model. • Elicit what emotions/reactions this technique triggers in the audience Ex:4a P: 85 • Ask Ss to read the extracts (A-D) and decide which ones are from introductions and which are from conclusions. • Check Ss’ answers around the class Ex:4b P: 85 • Ask Ss to read the extracts (A-D) again and match themto the opening/closing techniques (1-4). • Check Ss’ answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the rubric and answer the question. ANSWERS Key words: you work for, renewable energy company, speech, students, storing energy in flow batteries, Kazakhstan, 200-250 words 1 I will be giving my speech to students. 2 My speech will be about storing energy in flow batteries in Kazakhstan. 4 The purpose of the speech is to inform. Pupils listen to and read the model. In which main body paragraph does the speaker. ANSWERS 1 C 2 B 3 A •Pupils read the Study Skills box. Answer the question. ANSWERS The speaker uses emotional language in the opening of the presentation by using negative adjectives such as ‘dark’ and ‘contaminated’. They also use imagery to make the audience picture pollution in the place where they live. This will draw the audience’s attention to the issue and also make them feel concerned. •Pupils read the extracts. Answer the question. ANSWERS Introductions: A, D Conclusions: B, C •Pupils match the extracts to the opening/closing techniques. ANSWERS 1 B 2 D 3 A 4 C |
Descriptor: - read the rubric - answer the question. Total: 2 point
Self assessment Descriptor: - listen to and read the model - complete the sentences Total: 2 point
Descriptor: - read the Study Skills box - answer the question Total: 2 point Descriptor: - read the extracts - answer the question Total: 2 point Descriptor: - match the extracts Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 70 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Culture corner |
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Learning objectives |
11.2.4.1 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.4.1 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics 11.4.4.1 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics |
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Lesson objectives |
Learners will be able to: - read for specific information, -listen and read for cohesion and coherence(missing sentences), |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 86 • Ask Ss what, if anything, they know about MIT in the USA. • Then elicit questions from Ss around the class. Write two of them on the board. • Have Ss read the text and see if they can answer them Ex: 2 P: 86 • Ask Ss to read the statements A-F and think about the key words. • Give Ss time to read the text and choose the correct sentence for each gap. • Play the recording. Ss listen and check their answers. Ex:3a P: 86 • Explain the task and give Ss time to complete it and then check Ss’ answers. Ex:3b P: 86 • • Explain the task and give Ss time to think of sentences using the phrases from Ex. 3a. • Ask various Ss to share their sentences with the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils write down two questions. Read the text to check. ANSWERS I know that MIT in the USA is a technology university. 1 When was MIT founded? (1861) 2 What sorts of things can you study there? (aeronautics, architecture, chemical engineering, genetics) Pupils read again and choose from the sentences the one which fits each gap. ANSWERS 1 E 2 A 3 F 4 B 5 C •Pupils fill the gaps. ANSWERS 1 field 2 medicines 3 challenges 4 solution 5 disorders 6 worlds 7facilities 8 gene 9 funding 10 applications •Pupils use the completed phrases to talk about MIT. ANSWERS MIT receives an enormous number of student applications each year. It is popular because the research facilities at MIT are state-of the-art. Students at MIT do a lot of field work during their research projects, and they also receive funding for research. MIT is using technology to develop medical solutions. Scientists at MIT want to use AI to test medicines, and using CRISPR will make it easier to detect disorders. It's possible that gene editing will soon be used to treat a variety of disorders. MIT's researchers are also trying to help deal with energy challenges in Egypt, and working on space technology. It is hoped that we can find other habitable worlds in the future, perhaps using some of MIT's inventions. |
Descriptor: - write down two questions - read the text to check. Total: 2 point
Self assessment Descriptor: - read again - choose from the sentences Total: 2 point
Descriptor: - fill the gaps -complete the sentences Total: 2 point Descriptor: - use the completed phrases Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 71 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Curricular: Physics |
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Learning objectives |
11.2.4.1 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.5.3.1 - write with grammatical accuracy on a wide range of general and curricular topics; |
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Lesson objectives |
Learners will be able to: - listen and read for specific information, - read for specific information(multiple matching), -research and present types of energy |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 87 • Direct Ss to the pictures 1-6 and give them time to label them with the words in the list. Tell them that they can look up the meanings of any unknown words in their dictionaries. • Play the recording. Ss listen and check their answers. Ex: 2 P: 87 • Give Ss time to discuss the question in pairs. • Play the recording. Ss listen and check if their answer was correct Ex:3 P: 87 • Explain the task and give Ss time to read the text again and complete it. • Check Ss' answers. Ex:4 P: 87 • Give Ss time to complete the phrases using the words in the list. • Check Ss’ answers around the class. Ex:5 P: 87 •Ask Ss what they know about the other types of energy in Ex. 1. • Then elicit questions from Ss around the class. Write two of the mon the board. • Elicit answers to the questions from Ss around the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils label the pictures. Listen and check. ANSWERS 1 light 2 gravitational 3 mechanical 4 sound 5 magnetic 6 thermal Pupils answer the question. Listen and read to find out. ANSWERS Kinetic energy is the energy that moving objects have whereas potential energy is the energy that is stored in objects •Pupils read the text again. For question choose from texts. ANSWERS 1 C 2 A 3 D 4 B 5 E 6 A •Pupils fill the gaps. ANSWERS 1 object 2 process 3 field 4 movement 5 reaction •Pupils write down to questions. ANSWERS 1 Why can we see light in space but not hear sound? (Because light energy can travel in a vacuum, whereas sound needs matter/particles in order to travel.) 2 Do all planets have magnetic fields? (No, different planets have different strengths of magnetic field and some planets, like Venus and Mars, have no measurable field.) |
Descriptor: - label the pictures - listen and check. Total: 2 point
Self assessment Descriptor: - answer the question - listen and read to find out Total: 2 point
Descriptor: - read the text - choose from texts Total: 2 point Descriptor: - fill the gaps Total: 2 point Descriptor: - write down to questions Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 72 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Language in use |
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Learning objectives |
11.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world topics, including talk on a growing range of unfamiliar topics 11.2.4.1 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3. 3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: - present/practise phrasal verbs and prepositions, -practise collocations, practise word formation, - consolidate words often confused |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 88 • Explain the task and ask Ss to use the phrasal verbs in the diagram to complete it. • Give Ss time to complete the task and then check Ss’ answers. Ex: 2 P: 88 • Explain the task and give Ss time to complete it and then check Ss’ answers Ex:3 P: 88 • Explain the task and give Ss time to complete it and then check Ss’ Student’s book, IWB answers. Ex:4 P: 88 • Explain the task and give Ss time to complete it and then check Ss’ answers. Ex:5 P: 88 •Explain the task and give Ss time to complete it and then check Ss’ answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils complete the sentences with the phrasal verbs in the diagram in the correct form. ANSWERS 1 turn in 2 fit in 3 check in 4 fall in 5 pitch in 6 settle in Pupils choose the correct preposition. ANSWERS 1 on 2 in 3 to 4 to 5 for •Pupils fill the gaps. ANSWERS 1 cells 2 facilities 3 power 4 technology 5 roots 6 station 7 energy 8 energy 9 demand •Pupils complete the sentences with a word formed from the word in capitals. ANSWERS 1emissions 2 consumption 3 subjective 4 undertake 5 gravitational •Pupils choose the correct word. ANSWERS 1 possibility 2 capacity 3 alternative 4 demand 5 potential |
Descriptor: - complete the sentences - use the phrasal verbs Total: 2 point
Self assessment Descriptor: - choose the correct preposition - complete the task Total: 2 point
Descriptor: - fill the gaps - complete the task Total: 2 point Descriptor: - complete the sentences Total: 2 point Descriptor: - choose the correct word. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 73 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Progress check. Reading |
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Learning objectives |
11.4.4.1 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics 11.6.8;1 - use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics 11.5.3.1 - write with grammatical accuracy on a wide range of general and curricular topics; |
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Lesson objectives |
Learners will be able to: - use most target vocabulary successfully in tasks, - read effectively for gist and identify all specific information |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 89 • Ask Ss to read the statements 1-5 and give them time to read the text and mark them according to what they read. • Check Ss’ answers Ex: 2 P: 89 • Ask Ss to read the questions and answer choices. • Then play the recording and ask Ss to complete the task by choosing the correct answers according to what they hear. • Check Ss’ answers. Ex:3 P: 90 • Explain the task. • Ss complete the task. • Check Ss’ answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the text and mark the sentences. ANSWERS 1 DS 2 DS 3 F 4 DS 5 T Pupils will hear people talking in five different situations. For each question choose the best answer. ANSWERS 1 A 2 C 3 B 4 A 5 A •Pupils fill the gaps. ANSWERS 1 outweigh 2 store 3 generate 4 compress 5 eliminate 6 pump 7fluctuate 8 utilise 9 expand 10 integrate |
Descriptor: - read the text - mark the sentences Total: 2 point
Self assessment Descriptor: - hear people talking in five different situations - choose the best answer. Total: 2 point Descriptor: - fill the gaps - complete the task Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 STEM |
Lesson 74 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Progress check. |
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Learning objectives |
11.3.4.1 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics 11.5.4.1 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics 11.6.8.1 - use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - 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 |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 4 P: 90 • Explain the task. • Ss complete the task. • Check Ss’ answers. Ex: 5 P: 90 • Explain the task. • Ss complete the task. • Check Ss’ answers. Ex:6 P: 90 • Explain the task. • Ss complete the task. • Check Ss’ answers. Ex:7 P: 90 • Explain the task. • Ss complete the task. • Check Ss’ answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils put the verbs in brackets into the correct present or past tense. ANSWERS 1 haven’t been studying\ 2 Had you ever heard 3 doesn’t work 4 had been looking 5 were you doing Pupils look at the underlined word/phrase. Identify the type of verb complementation. ANSWERS 1 transitive verb + infinitive phrase 2 intransitive verb + adverb (no object) 3 transitive verb + -ing phrase 4 transitive verb + indirect object + direct object 5 verb that is both transitive and intransitive, in this case it’s intransitive (BUT Darren broke my desk lamp yesterday. –transitive – direct object :my desk lamp) •Pupils put the verbs in brackets into the correct future tense. ANSWERS 1 Will you be taking 2 won’t have given 3 will have been studying 4 will get 5 Will they have organised •Pupils complete the sentences with a word formed from the word in capitals. ANSWERS 1 irregular 2 reaction 3 unnecessary 4 interviewee 5 overcome |
Descriptor: - put the verbs in brackets into the correct tense - complete the task Total: 2 point
Self assessment Descriptor: - look at the underlined word/phrase - identify the type of verb Total: 2 point Descriptor: - put the verbs in brackets into the correct future tense. - complete the task Total: 2 point Descriptor: - complete the sentences with a word - complete the task Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 75 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Genres of literature |
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Learning objectives |
11.1.8.1 - develop intercultural awareness through reading and discussion 11.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.3.4.1 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: - provide an overview of the module; - listen and read for coherence & cohesion, - listen for specific information. |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 91 Direct Ss to the extracts and give Ss time to read them. Explain that they are examples of different genres of literature. Student’s book, IWB • Give Ss time to match the extracts (A-F) to the sources (1-6). Check Ss' answers. • Elicit which extracts are fiction and which ones are non-fiction from Ss around the class. Ex: 2a P: 91 • Explain the task and give Ss time to read the sentences (1-6). In groups, Ss decide which extract (A-F) each sentence follows on from. • Check Ss' answers around the class. Ex: 2b P: 91 • Explain the task and give Ss time to think of their answers in groups. Elicit answers from groups around the class. As a class, check the actual text online or in a copy of the book Frankenstein by Mary Shelley. Elicit from Ss how close their guesses were to the real novel. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils work in groups, match to the sources they are form. ANSWERS 1 C 2 D 3 F 4 A 5 B 6 E Fiction: C, D, F Non-fiction: A, B,E Pupils read the sentences. Decide in groups which of the extracts. ANSWERS 1 D 2 F 3 E 4 A 5 C 6 B •Pupils write sentences to follow on from sentence 1. Find the actual sentence online. ANSWERS I froze in fear, unable to move, even though I was filled with terror. Actual text: I trembled with rage and horror ,resolving to wait his approach and then close with him in mortal combat. We were close to the original text because we said that the narrator was afraid. However, in the actual text, he decides to wait for the creature and fight him, but in our text he wants to run away |
Descriptor: - work in groups - match to the sources Total: 2 point
Self assessment Descriptor: - read the sentences. - decide in groups Total: 2 point Descriptor: - write sentences - find the actual sentence Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 76 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Frankenstein |
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Learning objectives |
11.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.3.4.1 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics 11.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - read for specific information , learn/revise a wide variety of present and past forms, ask and answer the questions about the biography of Mary Shelley, talk about two kinds of fiction she help create. |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 77 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Backgrounds analysis |
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Learning objectives |
11.1.8.1 - develop intercultural awareness through reading and discussion 11.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.S.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - learn vocabulary relating to a text, read for specific information, practice with adjectives, discuss in groups to personalize the extract. |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In |
. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 6 P: 93 Ask Ss to look up the adjectives in the list in their dictionaries. • In groups, Ss discuss what the adjectives might refer to in the text. • Monitor the activity around the class.\ • Ss read the text. Elicit from groups what each adjective refers to in the text and whether their guesses were correct. • Ss read the text to find out. Ex: 7 P: 93 •Ask Ss to read the questions and answer choices and give them time to read the extract again and choose their answers according to what they read. Student’s book, IWB Student’s book, IWB, Class Cd DVD Ending the lesson 10 minutes, Check Ss’ answers Ex: 8 P: 93 Read the questions and give Ss time to discuss their answers in groups. • Elicit answers from groups around the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read an extract from Mary Shelley’s novel Frankenstein. ANSWERS dreary: the night half-extinguished: the light lifeless: the creature (before it woke up) dull: the creature’s eye lustrous: the creature’s hair pearly: the creature’s teeth inanimate: the creature’s body (before it woke up) breathless: the horror Frankenstein felt when he saw the creature was alive Pupils read the extract again and choose the correct answer. ANSWERS 1 C 2 B 3 A 4 D 5 B •Pupils answer the question. Discuss in a class. ANSWERS We think if we saw the creature, we would react in much the same way as Frankenstein: we would be afraid and perhaps a little disgusted at the sight. However, we don’t feel it was right for Frankenstein to react in this way, as he had created the creature. As its creator, it is his job to care for it because he has brought it into this world. |
Descriptor: - read an extract - identify the adfjectives Total: 2 point
Self assessment Descriptor: - read the extract - choose the correct answer. Total: 2 point Descriptor: - answer the question - discuss in a class. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
|
Unit 7 Reading for pleasure |
Lesson 78 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Victor Prometheus |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.4.1.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - learn about and identify types of imagery, listen for specific information, listen and read for gist, complete a Venn diagram to compare the personalities of two characters from a literary extract to introduce the topic; practise present and past tenses; learn about elements in fiction; write an essay |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In |
. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:9 P: 94 Read the theory aloud. Give Ss time to find examples of four kinds of imagery in the text in pairs. • Elicit examples of four types of imagery from pairs around the class Ex: 10a P: 94 • Play the recording. Ss listen and complete the Venn diagram in their notebooks. • Read the questions aloud and give Ss time to formulate their answers referring to their answers in Ex. 10a to help them. • Elicit answers from Ss around the class. Ex: 10b P: 94 to practise critical thinking skills • Read the rubric and explain the task. • Ss discuss in groups and then report back to the class Ex: 11 P: 94 Practise present and past tenses. • Explain the task. Refer Ss to the Grammar Reference section for more information. • Give Ss time to complete the task. • Check Ss' answers Ex: 12 P: 94 • Explain the task and give Ss time to fill in the graphic organiser using the information from the extract on p. 93. • Give Ss time to prepare their summaries. Remind Ss that we use present tenses to describe on going events in a work of fiction. • Ss present their summaries to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the theory and with a partner, find examples of four kinds of imagery in the extract. ANSWERS the rain pattered dismally against the panes’(auditory imagery)‘glimmer of the half-extinguished light’ (visual imagery) ‘a convulsive motion agitated its limbs’ (kinesthetic imagery) 'breathless horror and disgust' (organic imagery) Pupils listen to the lecture. Then use words from the list to complete the Venn diagram. ANSWERS Victor: created a monster, lost family and loved ones Prometheus: created first people, taught them skills, stole fire for them, took power from the gods Both: created life, did something that went against nature, reached too high, punished for what they did •Pupils read the rubric and explain the task. ANSWERS I think Mary Shelley included the alternative title ‘The Modern Prometheus’ so that readers would know she was inspired by the myth, and that her story had the same message. I think it is a successful allusion, because although Frankenstein creates a monster with science, and Prometheus created human beings, both stories warn us of the consequences of doing things that are against the laws of nature. •Pupils complete the sentences with the correct form of the verb in brackets ANSWERS 1 had been trying 2 is chasing 3 was taking 4 have been writing 5 had never regretted 6 plans 7 has taught 8 came •Pupils fill in the graphic organiser based on the extract you read |
Descriptor: - read the theory - find examples of four kinds of imagery Total: 2 point
Self assessment Descriptor: - listen to the lecture - use words from the list - complete the Venn diagram Total: 2 point Descriptor: - read the rubric - explain the task Total: 2 point Descriptor: - complete the sentences Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit7: Reading for pleasure |
Lesson 79 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
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Lesson title |
Summative control work for the 2nd term |
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Learning objectives |
11.4.7.1 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics 11.5.1.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -demonstrate the skills of using figurative language, word relationships, and nuances in word meanings - evaluate the use of facts and details in paragraphs and extended texts |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about idioms |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
LISTENING Task. listen an interview about new inventions and fill the gaps. Write NO MORE THAN TWO WORDS OR NUMBER READING. Task Read the text and answer to the questions. WRITING. Task. Write “This I believe” essay. It should be an essay from your own life about your core values but it is NOT an opinion piece about social ideals. If it is difficult to start writing on your own topic, you may choose one from these statements: SPEAKING Task. Analyze and discuss three “This I believe essay” which you have read and annotated at home. Be ready to support the conversation and answer the questions of your peers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen an interview about new inventions and fill the gaps ANSWERS Pupils read the text and answer to the questions ANSWERS Pupils write “This I believe” essay ANSWERS Pupils analyze and discuss three “This I believe essay” ANSWERS |
Descriptor: - listen an interview Total: 6 point Descriptor: - read the text - answer to the questions Total: 6 point Descriptor: - write “This I believe” essay Total: 6 point Descriptor: - analyze and discuss Total:62 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7 Reading for pleasure |
Lesson 80 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Elements in fiction |
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Learning objectives |
11.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics 11.4.8.1 - select and evaluate paper and digital reference resources to check meaning and extend understanding 11.5.4.1 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics |
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Lesson objectives |
Learners will be able to: - |
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Value links |
Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up 3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
revise the vocabulary from the previous Lead – In |
. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:13 P: 95 Explain the task. • Play the recording and give Ss time to fill in the graphic organiser. •Play the recording again and elicit from Ss whether the speaker thinks Victor or the creature is worse. Ex: 14 P: 95 • Go through the theory with the Ss. • Give Ss time to look up the plot of each of the novels mentioned in the theory box . Alternatively, explain the plots in class. • Give Ss time to match the types of conflict in the theory to the situations (1-4) from Frankenstein. • Check Ss’ answers around the class. Ask Ss to justify their answers Ex: 15 P: 95 Ask Ss to read the novel Frankenstein at home. Direct them to for an online version. In a future lesson after Ss have read the book, ask Ss to answer the questions to test their knowledge. Alternatively, have Ss guess the answers to the questions and then read the book and correct their guesses at a future time. If it is not feasible to read the book, have Ss read a plot summary of the book on Wikipedia or a similar website and then complete the quiz. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen to the lecture and complete the graphic organiser ANSWERS
Pupils read the theory. Read a summary of the plot of the four novels mentioned online. ANSWERS 1 man against man (Frankenstein wants to kill the creature) 2 man against self (the creature tries to change his own fate) 3 man against nature (Frankenstein tries to create life, which is un natural) 4 man against society (the creature has no friends because •Pupils read the novel. Test your knowledge. ANSWERS 1 A 2 B 3 A 4 C 5 C 6 B 7 C 8 D |
Descriptor: - listen to the lecture - complete the graphic organiser Total: 2 point
Self assessment Descriptor: - read the theory - match the types of conflict in the theory Total: 2 point Descriptor: - read the novel - test your knowledge Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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