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22 Қаңтар 2025
288
Бонусты жинап картаңызға (kaspi Gold, Halyk bank) шығарып аласыз
Aspect 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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absent: |
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Lesson title |
Investigating the world of work |
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Learning objectives |
11.1.1.8 - develop intercultural awareness through reading and discussion 11.2.4.1 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: - introduce vocabulary related to investigating the world of work - listen for specific information - personalise the topic; to express an opinion |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In 4405639817919697 |
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 • Read out the list of office personalities and elicit or explain the meaning of the phrases. Ask Ss to look at the pictures and read what each person says and then match the office personalities to the pictures. Check Ss' answers. Ex: 2 P: 63 • Ask Ss to read through the list of job advantages Point out that more than one answer is needed each time. Then play the recording. Ss listen and decide what each speaker appreciates most about their job. Elicit answers from Ss around the class. Ex: 3 P: 63 •Read out the question and remind Ss to think about the factors in Ex. 2. Elicit answers/discussion from Ss around the class. Allow Ss time to write a short paragraph. Alternatively, assign the task as HW and invite Ss to read their paragraphs to the class in the next lesson. Invite Ss to evaluate each other's paragraphs and provide feedback. 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 |
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 • Direct Ss' attention to the article and give them time to read the title and subheadings. Read out the question and elicit responses from Ss around the class. Play the recording. Ss listen and read to find out more. Ex: 2 P: 64 • Ask Ss to read the questions and underline the key words and then read the texts quickly and underline the parts that seem to match the key words. Give Ss time to go through each question and choose which text it best matches. Check Ss' answers. Ss should justify their answers using information from the texts. Ex: 3 P: 65 • Explain the task and give Ss time to complete it. Check Ss' answers. Ex: 5 P: 65 • Give Ss time to work in pairs and check the meaning of the highlighted phrases in their dictionaries. 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 at the title and subheadings of the text. Answer the question. ANSWERS Text A stands out for me because it's about the founder of an online music channel and I love music. Text C also stands out because I have no idea what Farmily is and I am curious to find out. • Pupils read the text and for questions choose from the people. ANSWERS 1 B 2 B 3 A 4 C 5 A 6 C 7 A 8 C • Pupils find the antonyms of the following words in the texts ANSWERS Text A: refined raw, open-minded = narrow-minded Text B: order chaos, loss profit Text C: conventional innovative, inferior superior • 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 |
Vocabulary: Job and qualities |
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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: - consolidate vocabulary from the text - practise prepositions - introduce new vocabulary related to jobs and qualities |
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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: 1 P: 66 • Explain the task and give Ss enough time to fill in the gaps. Check Ss' answers. Ex: 2 P: 66 • To consolidate vocabulary from the text Explain the task and give Ss enough time to complete it. Remind Ss to put the verbs into the correct form. Check Ss answers. Ex:3 P: 66 • Explain the task and give Ss time to fill in the gaps with the correct item. Check Ss' answers. Ex:4 P: 66 •Explain the task and give Ss enough time to match columns. Check Ss' answers. Elicit from Ss which jobs are depicted in the pictures. Explain/elicit the meanings of manual, administrative and professional and which jobs are included in each category. Ex:5 P: 66 • Explain the task and give Ss time to complete the spidergrams and write their own sentences. Check Ss answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils fill in the gaps. ANSWERS 1 unsigned 2 dissertation 3 gripping 4 investment 5 venture •Pupils fill the gaps. ANSWERS 1 to launch 2 to restrict 3 has made 4 is seeking 5 will generator •Pupils fill the gaps. ANSWERS 1 together 2 off 3 down 4 from 5 up •Pupils match columns A and B to from jobs ANSWERS 1 c 2 e 3 b 4f 5 d •Pupils complete the spider grams with words from the list. ANSWERS 1 workmate 2 workload 3 workplace 4 work station 5 job title 6 job market 7 job satisfaction 8 job prospects 9 job vacancy 10 job description |
Descriptor: - to fill in the gaps. Total: 1 point
Self assessment Descriptor: - consolidate vocabulary - put the verbs into the correct form Total: 2 point
Descriptor: - fill in the gaps Total: 1 point Descriptor: - match columns A and B 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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absent: |
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Lesson title |
Is Vocational Training Right for you? |
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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: - practise idioms related to work - practise vocabulary related to vocational training - present and practise using phrasal verbs |
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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: 7 P: 67 Explain the task and give Ss time to fill the gaps. Check Ss' answers around the class.y Ask Ss what each idiom means and elicit answers around the class. Ask Ss if they have any similar idioms in their language. Ex: 8 P: 67 Give Ss time to complete the questions with words from the box and then answer them. Ask Ss to compare their answers with a partner. Check Ss' answers. Ex:9 P: 67 Ask Ss to discuss the questions in pairs. Monitor the activity around the cla Ask various Ss to tell the clas Ex:10 P: 67 Explain the task and give Ss enough time to fill in the verbs in their correct form. Remind Ss that they can check their answers in Appendix I. Check Ss answers. Ex:11 P: 67 Explain the task and give Ss enough time to fill in the verbs in their correct form. Remind Ss that they can check their answers in Appendix I. Check Ss answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils fill the gaps. ANSWERS 1 ropes 2 foot 3 batteries 4 neck 5 shots •Pupils complete the questions with words from the box ANSWERS 1 course 2 on-the-job 3 qualifications 4 trade 5 apprentice 6 technical 7 position 8 leadership •Pupils discuss in pairs ANSWERS 1 A: I think one benefit of vocational training is that you gain a lot of experience and skills in a relatively shon dime B: That's true, Vocational training seems to be quite flexible as well. I've heard of people with full-time jobs and families taking vocational training courses in the evenings. A: Yes, if you want a change of career, vocational training is delintely a good option. •Pupils fill the gaps ANSWERS 1 brush 2 lay 3 wind 4 caught •Pupils choose the correct preposition ANSWERS 1 among 2 towards 3 behind 4 on 5 on |
Descriptor: - fill the gaps - complete the phrases under the pictures. Total: 2 point
Self assessment Descriptor: - complete the questions with words - compare their answers Total: 2 point
Descriptor: - discuss in pairs Total: 2 point Descriptor: - fill the gaps Total: 2 point Descriptor: - choose the correct preposition 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 53 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Use of English: Infinitive, -ing forms |
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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: - recognize speaker’s intention conveyed in a listening task - 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 |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 68 • Write these sentences on the board: Aydana and Gulya like cooking. They could buy a birthday cake for their mum, but they would prefer to make one themselves. Elicit from Ss the theory demonstrated in the underlined pa of the sentences (-ing form is used after verbs such as like, love, enjoy, infinitive without to is used with modal verbs, to-infinitive is used with would like, would prefer, would love to express a specific preference). Elicit any other theory Ss can remember about when to use the -ing form and infinitives. Write examples on the board. Ex: 2 P: 68 • Explain the task and give Ss time to complete it. Check Ss' answers. Ss should give reasons for their answers. Ex:3 P: 68 • Explain the task and give Ss time to complete it. Ask Ss to check their answers in the Grammar Reference section. Check Ss' answers. Ex:4 P: 69 • To speak about yourself using the infinitive/-ing formation Give Ss time to work in pairs and make sentences about themselves. Ask various Ss to say a sentence to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils read the newspaper article and put the verbs in brackets into the correct infinitive, -ing forms ANSWERS 1 to develop 2 treating 3 practise 4 to allow 5 to create 6 feel 7 working 8 teaching 9 to attract 10 using 11 to learn •Pupils complete the exchanges with an infinitive, -ing forms of the verbs in the brackets. ANSWERS 1 applying (-ing form after the verb consider), working (mean + -ing form = involve) 2 redo (infinitive without to after the verb make), to be (to-infinitive in the expression to be honest), to pass (to-infinitive after the verb expect) 3 to find (try + to-infinitive = doing one's best), taking (try+-ing form = doing something as an experiment), present (infinitive without to after modal verbs) 4 to have (to-infinitive after would like), to tell (mean + to infinitive = intend to •Pupils rewrite the sentences using the verbs in brackets in the correct form ANSWERS 2 Damira claims to have been working since 7 am. 3 They hope to have finished refurbishing the office by May. 4 They appear to be studying hard. 5 He tends to be late for work (a lot). 6 They seem to be running a successful business. 7 Kanat appears to have missed the train. 8 Lunara seems to have been absent for a long time. •Pupils make sentences about yourself. ANSWERS A: I regret turning down the job offer in New York. B: I look forward to going to university in September |
Descriptor: - read the newspaper article - put the verbs in brackets into the correct form Total: 2 point
Self assessment Descriptor: - complete the exchanges with an infinitive, -ing forms - complete the sentences Total: 2 point
Descriptor: - rewrite the sentences - use the verbs in brackets in the correct form Total: 2 point Descriptor: - make sentences about yourself Total: 2 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 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 |
Intensifiers |
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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: - recognize speaker’s intention conveyed in a listening task - 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 |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 69 • To correct grammatical mistakes in sentences Explain the task and go through the example with Ss. Give Ss time to correct the mistakes. Check Ss' answers. Ex: 6 b P: 69 • To practise intensifiers Explain the task and give Ss time to choose th correct word. Remind Ss to give reasons for their answers. Check Ss' answers Ex:7a P: 69 • To identify pre-modifying noun structures Read through the theory box with the Ss and refer them to the Grammar Reference section for more information. Ask Ss to look at the highlighted nouns in the text in Ex. 1 and identify the pre-modifying noun structures. Check Ss' answers. Ex:7b P: 69 To present and practise post-modifying noun structures Explain the task and give Ss time to plete the sentences using their own ideas. 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 sentences below. Find the mistakes and correct them. ANSWERS 2 Having a break and taking some time to clear your mind is the best way to find solutions to a problem. 3 When Qazir heard the joke he burst out laughing. 4 Being self-employed, she is used to having varied job assignments. 5 It was my fault for not telling you about the change to our schedule. 6 We can't wait to see you speak at the London exhibition. 7 Nursultan is discouraged by not having the resources that he needs to finish his project. 8 In my new job, I miss not being able to travel to other countries like I used to. •Pupils choose the correct words. Give reasons ANSWERS 1 very 2 particularly 3 really 4 completely 5 bitterly 6 extremely 7 absolute 8 greatly •Pupils read the theory box. ANSWERS Students own answer •Pupils use your own ideas to complete the sentences. ANSWERS 1submitted/published/handed out 2 that they should invest 3 the CEO 4 leading the marketing team 5 in the blue shirt 6 here 7 to eat something 8 which was previously called Astana |
Descriptor: - read the sentences below - find the mistakes and correct them. Total: 2 point
Self assessment Descriptor: - choose the correct words - Give reasons Total: 2 point
Descriptor: - read the theory box. Total: 1 point Descriptor: - present and practise post-modifying noun structures - use your own ideas to complete the sentences. Total: 2 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 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 |
Skills: Comparing, analyzing and ranking inventions. Design your own invention |
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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 the central idea/theme, the intended audience, author/ narrator/persona and purpose |
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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: 1 P: 70 • To prepare to read an article Direct Ss' attention to the article and give them time to read the title and look at the photos. Read out the question and elicit responses from Ss around the class. Play the recording. Ss listen and read to find out more. |
. 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 look at the photos and the title of the text. Answer the question. ANSWERS I think the article is about pushing technological boundaries and making technological developments in different aspects of life, such as health and housing |
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: - look at the photos - answer the question. Total: 2 point |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 2 P: 70 • To present vocabulary from the text Explain the task and give Ss time to check, in pairs, the highlighted words in their dictionaries. You can also refer them to the Word List at the back of their books. Elicit the meaning of the words from Ss around the class. Ex:3 P: 70 • To read for specific information Explain the task and give Ss enough time to read the text again and answer the questions. Remind Ss to use their own words when possible. Check Ss' answers around the class. Ex:4 P: 70 • To expand on the topic through discussion Explain the task and give Ss time to discuss, in pairs, how these technological developments are pushing boundaries. Monitor the activity around the class. Ask various Ss to tell the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils work in pairs check the meaning of the highlighted words in your dictionary. ANSWERS Students own answer. •Pupils read again and answer the question in your own words. ANSWERS 1 Smart bandages will revolutionise healthcare because they will minimise people's visits to their doctor. The bandages can send messages to the doctor to inform them about the injury and how well it is healing, or even administer medicine if necessary. 2 The author claims that personal computing will never be the same again because we will soon be able to control all our electronic devices without pressing any keys or even touching them. 3 A smart home will care for its occupants by monitoring their body temperature and changing the temperature of the home accordingly. 4 Nanotechnology could help protect the environment by making polluted water safe to drink •Pupils discuss with a partner. Answer the question. ANSWERS A: I think the technological developments in the texts are pushing boundaries in amazing ways. Motion sensor technology is giving us freedom and new choices in how we interact with computers. B: Definitely. Also, smart bandages are taking treatments in medicine to incredible new levels while smart homes offer total comfort and predict our needs. A: Last but not least, nanotechnology is sending science in fascinating new directions |
Descriptor: - work in pairs - check the meaning of the highlighted words Total: 2 point
Self assessment Descriptor: - read again - answer the question in your own words Total: 2 point
Descriptor: - discuss with a partner. - answer the question 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: |
absent: |
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Lesson title |
Listening |
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Learning objectives |
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 11.2.7.2 - 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 |
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Lesson objectives |
Learners will be able to: - summarize main information from graphs/charts/maps - identify why the speakers used particular words or phrases - make inferences on the provided discourse |
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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: 6a P: 71 ● To prepare for a listening task Explain the task and give Ss time to check the phrases in their dictionaries Elicit answers from Ss around the class. Ex:6b P: 71 ● To listen for specific information (multiple choice) Ask Ss to read the questions and underline the key words. Play the recording and remind Se to pay attention to the underlined words as they isten Ss listen and commplete the task Check Se answers Ex:7 P: 71 ● To expand on the topic Explain the task and give Ss time to discuss, in pairs, other benefits of using an interactive whiteboard in class. Monitor the activity around the class. Ask various Ss to tell the class Ex:8 P: 71 ● To compare, analyse and rank different inventions through discussion Read out the question and the prompts. Explain the task and give Ss time to discuss, in pairs, the importance of the inventions. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils listen to two teachers talking about an innovative teaching/learning tool. Listen and check these phrases in your dictionary. ANSWERS student engagement: the degree of attention and interest that students show when they're leaming hands-on approach: a method that involves practical experience keep up-to-date: to stay modem to use the latest technology embrace the future: to welcome change and progress •Pupils listen and for question choose the correct answer ANSWERS 1 C 2 B 3 B •Pupils answer the question. Discuss in pairs giving reasons. ANSWERS A: I think one of the main benefits of using an interactive whiteboard in class is that it makes the learning process more fun B: I agree. It definitely increases the level of engagement between the students and the teacher. Everyone gets more involved and participates actively in the lesson, etc •Pupils read the question and the prompts. Then use phrases from the language box. The ideas from the text. ANSWERS Students own answer. |
Descriptor: - Pupils listen to two teachers talking - listen and check these phrases in your Total: 2 point
Self assessment Descriptor: - listen and for question choose the correct answer Total: 2 point
Descriptor: - answer the question - discuss in pairs giving reasons Total: 2 point Descriptor: - read the question and the prompts. - discuss, in pairs 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 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 |
Writing: A letter to the editor |
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Learning objectives |
11.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups 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 |
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Lesson objectives |
Learners will be able to: - differentiate the style of speech (informal, semiformal, very formal) - make inferences on the provided discourse |
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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 ● Read through the theory box with Ss. Ask Ss to read the rubric and underline the key words. Elicit the key words and then give Ss time to answer the questions. Check Ss' answers Ex:2 P: 72 ● Give Ss time to read the model and match the paragraphs to the headings. Check Ss answers Ex:3 P: 72 ● To consolidate vocabulary through synonyms Explain the task and ove Se time to complete it. Check Ss answers Ex:4b P: 72 ●To practise using complex prepositional phrases Explain the task and give Ss time to complete the sentences. Check Ss answers. 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. Answer the questions. ANSWERS 1 The editor of the newspaper is going to read my letter. 2 I am writing the letter to explain my views on the points raised in the article about job fairs. 3 I should write in a formal style. 4 I should include three body paragraphs in my letter. They should each include one viewpoint with reasons/examples/results. 5 I should start my letter 'Dear Sir/Madam/Editor' followed by an introductory paragraph giving my reason for writing. I should end my letter with a conclusion which summarises my points and restates my opinion, followed by 'Yours faithfully' and my full name. •Pupils read the model letter. Match the paragraphs to the headings ANSWERS 1 D 2 A 3 B 4 E 5 C •Pupils replace the underlined words/phrases in the model with synonymous words/phrases from the Useful Language box. ANSWERS I strongly disagree with-I am completely opposed to Firstly-To start with As a result-Consequently Secondly-In addition Therefore This means that Lastly-Finally For instance-For example To sum up-All points considered I feel that-In my opinion •Pupils use these phrases and complete the sentences. ANSWERS 1 As per your request 2 in connection with 3 Contrary to 4 regardless of 5 by way of |
Descriptor: - read the rubric - underline the key words - answer the questions Total: 2 point
Self assessment Descriptor: - read the model letter. - match the paragraphs to the headings Total: 2 point
Descriptor: - replace the underlined words/phrases - use Useful Language box. Total: 2 point Descriptor: - use these phrases - complete the sentences Total: 2 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 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 |
Formal/Informal style |
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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: - make inferences on the provided discourse - recognize and evaluate certain points that will help comprehend the main points effectively |
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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: 5 P: 73 ● To replace words/phrases that are in the wrong style Explain the task and give Ss time to replace the words/phrases. Check Ss' answers. Ex:6a P: 73 ● To analyse a rubric; to prepare to write a letter Ask Ss to read the rubric and underline the key words. Elicit the key words and then give Ss time to answer the questions. Check Ss' answers. Ex:6b P: 73 ● To match viewpoints to reasons and results Explain the task and give Ss time to complete it. Check Ss answers. Ex:7 P: 73 ●To write a letter to the editor Explain the task and give Ss time to compete it. Remind Ss to use their answers from Ex. 6h, the plan and Useful Language box to help them Check Ss answers Alternatively, assign the task as HIV and check Ss answer in the next lesson Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils the underlined parts are written in the wrong style. Rewrite them using the words/phrases given ANSWERS 1 in response to your request 2 concerning 3 proves more valuable than 4 raise the possibility that 5 depends on •Pupils read the rubric. Underline the key words and answer the question. ANSWERS 1 I am writing to the editor of a newspaper. 2 I will write in a formal style. 3 I will use 'Dear Sir/Madam' and 'Yours faithfully' and my full name as I do not know the name of the person I am writing to •Pupils match the viewpoints to the reasons and results ANSWERS 1 b iii 2 c I 3 a ii •Pupils use appropriate linking words/phrases from the Useful Language box to connect your answer. ANSWERS I am writing in response to an altcle about the future of employment agencies that you published in your newspaper last week at say that I strongly disagree with the negative opiniones sessed by the joumalist. I believe that employment agencies still have an essential role for a number of reasons |
Descriptor: - replace words/phrases that are in the wrong style - Rewrite them using the words/phrases given Total: 2 point
Self assessment Descriptor: - read the rubric - underline the key words - answer the question Total: 2 point
Descriptor: - match the viewpoints to the reasons and results Total: 2 point Descriptor: - use appropriate linking words/phrases - complete the sentences Total: 2 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 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 |
CLIL: 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: -discuss/ debate on local, national and global issues through independent research project - identify and explain use/function of adjectives and adverbs |
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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: 74 ● To introduce the topic; to listen and read for gist Read the rubric aloud, ask Ss to look at the title and the subheadings and elicit guesses from Ss about what they think the text might be about. Give Ss time to listen and read the text to find the answer to the question. Check Ss' answers around the class Ex:2 P: 74 ● To read for specific information Ask Ss to read sentences 1-5 and then read the text and decide if they are true or false. Remind Ss to use information from the text to justify their answers. Check Ss' answers. Ex:3 P: 74 ●To consolidate information from a text; to write an email Explain the task and give Ss time to go through the text and take notes. Ask Ss to use their notes to write an email to a friend who is looking for a job about how to stand out from the crowd. Check Ss' answers. 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 read the title of the text and the subheading. Answer the question. ANSWERS I think the text is about ways of standing out from the crowd when applying for jobs. Job seekers can stand out from the crowd when job hunting by grabbing the employer's attention, proving themselves, being marketing savvy and having a good attitude •Pupils answer the question. Justify your answer. ANSWERS 1 F 'Tailor the CV to the role you're applying for 2 F 'Avoid using business jargon and cliched wording' 3 T…. with concrete examples of how you meet the criteria! 4 T ... try landing some work experience... 5 T ... it makes sense to focus on marketing yourself... •Pupils take notes from the text, then use them to write an email to a friend. ANSWERS Students own answer |
Descriptor: - read the title - answer the question. Total: 2 point
Self assessment Descriptor: - answer the question - justify your answer. Total: 2 point
Descriptor: - take notes from the text, - use them to write an email to a friend. Total: 2 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 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 Summative assessment for the unit «Work and inventions» |
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Learning objectives |
11.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings 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 |
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Lesson objectives |
Learners will be able to: - apply appropriate descriptive language to create different types of (grade-appropriate) texts and speeches - identify the vocabulary in the context |
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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: 1 P: 75 ● To read for specific information (multiple choice) Ask Ss to read questions 1-5 and the possible answers. Then give Ss time to read the text and choose the correct answers. Check Ss' answers. Ask Ss to justify their answers Ex:2 P: 75 ● To revise everyday English expressions Explain the task and give Ss time to complete it. Check Ss' answers. Ex:3 P: 76 ● To listen for specific information (multiple choice) Play the recording. Ss listen and complete the task. Check Ss' answers. 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 read the text and for question choose the correct answer. ANSWERS 1 A ("One woman who knows this better than most is famed animal psychologist, Dr Irene Pepperberg") 2 D ("Pepperberg happened to see a documentary about animal intelligence.") 3 B ("Pepperberg [...] purchased a one-year-old African Grey parrot with the idea of studying him.") 4 C ("Alex didn't just imitate human speech as pet parrots often do. He comprehended what he said!") 5 C ("Pepperberg believed (...) giving birds unrelated rewards (e.g. a food treat) when they learnt to do something correctly simply caused confusion.") •Pupils choose the correct response ANSWERS 1 a 2 b 3 a •Pupils listen to an interview and for question choose the correct answer. ANSWERS 1 D 2 B 3 D 4 D |
Descriptor: - read the text - choose the correct answer Total: 2 point
Self assessment Descriptor: - choose the correct response Total: 2 point
Descriptor: - listen to an interview - choose the correct answer. Total: 2 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 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 |
11.2.4.1 - 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: - recognize speaker’s intention conveyed in a listening task - formulate a detailed character outline |
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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: 76 ● To revise grammar structures from the module Give Ss time to complete the task. Check Ss' answers. Ex:6 P: 76 ● To revise vocabulary from the module Give Ss time to complete the task. Check Ss' answers. Ex:6 P: 76 ● To write a formal letter Explain the task and refer Ss to the Writing section of the unit (5e) for a model, plan and useful language. Give Ss time to plan and complete their work and then check Ss' answers. 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 choose the correct word ANSWERS 1 eating 2 absolutely 3 do 4 to leave 5 complete •Pupils choose the correct word ANSWERS 1 brush up 2 surgeon 3 dole 4 unpredictable 5 approach •Pupils read the rubric, then write your letter ANSWERS Dear Sir, I am writing with reference to your plan to promote a summer work experience programme and to offer my support for the initiative. Firstly, I would like to state that I believe it is vital for students to gain some experience of the world of work while they are still studying. It is no longer enough to have learnt a subject in theory but with no practice in it. There is no doubt that work experience will complement students' learning if they seek employment in a field related to their studies. Secondly, I believe that any kind of work experience will teach students a wealth of skills, such as teamwork, responsibility, organisational skills and time management, that will be useful for any future career and life in general. Lastly, it is indisputable that finding a job after graduation is becoming more and more difficult as well as competitive. Any experience that can give graduates a head start in the job market is to be welcomed. To sum up, I feel strongly about the importance of work experience programmes for students and I look forward to taking part in this scheme over the summer. Yours faithfully, Lyazzat Zhaparova |
Descriptor: - choose the correct word - complete the task. Total: 2 point
Self assessment Descriptor: - choose the correct word - complete the task Total: 2 point
Descriptor: - read the rubric - write your letter Total: 2 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 6 Social change and further study |
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 |
Our changing world |
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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 speaker’s intention conveyed in a listening task - formulate a detailed character outline |
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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 our changing world |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 77 ● To introduce the topic and new vocabulary Direct Ss' attention to the diagram presenting 6 issues present in our changing world. Read out the headings and give Ss time to complete the task. Check Ss' answers. Explain/elicit the meanings of any unknown words or phrases in the diagram. Ex:2a P: 77 ● To match speakers to issues Explain the task and play the recording. Ss listen and match the speakers to the issues they are referring to Check Ss answers. Ex:2b P: 77 ● Read out the list of effects and explain/elicit any unknown words. Explain the task and give Ss time to complete it. Check Ss answers. Ex:3 P: 77 ●To talk about how change will impact our lives Read out the rubric and give Ss time to do the task with their partners. Monitor the activity and then ask various Ss to tell their ideas to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils fill in the headings of the issues with the words/phrases below. ANSWERS 1 Social change 2 Education 3 Communication 4 Consumerism 5 Politics 6 Energy •Pupils listen to three people talking about change. Answer the question. ANSWERS Speaker 1: global online communities Speaker 2: digital activism Speaker 3: voice responsive virtual assistants •Pupils answer the question ANSWERS Speaker 1: a sense of community Speaker 2: increased citizen participation Speaker 3: digital overload, ease and efficiency in daily life •Pupils answer the question. Choose from the ideas in ex 2b and add any ideas of your own ANSWERS I would really like to think that the changes in energy, both production and consumption, would lead to more sustainable living and a decrease in overconsumption. I also think that all the improvements in communication are convenient, however, they may lead to a digital overload. |
Descriptor: - fill in the headings - complete the task. Total: 2 point
Self assessment Descriptor: - listen to three people talking about change - answer the question. Total: 2 point
Descriptor: - answer the question Total: 2 point Descriptor: - answer the question. - Choose from the ideas Total: 2 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 6 Social change and further study |
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 |
Controversial issues |
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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 11.3.4.1 - 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: -To rank characteristics of mobile games -To identify synonyms in a 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 our changing world |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 78 ● Draw Ss' attention to the images above the article. Elicit ideas about what the article will be about (e.g. the concept of gamification and its benefits). Explain the task. Read through the list of characteristics and elicit/explain any unknown words. Give Ss time to rank the characteristics and compare with a partner. Elicit answers from Ss around the class Ex:2 P: 78 ● Draw Ss' attention to the title of the article and ask them to read the first paragraph. Ss discuss in pairs what they think the title might mean. Monitor the activity and then elicit answers from Ss around the class. Ex:3 P: 78 ● Read out the Study Skills box with Ss and give then time to complete the task. Explain to Ss that there might be more than one right answer. Check Ss' answers around the class. Ex:4 P: 78 ●Read out the Study Skills box and then give Ss time to read the first paragraph and discuss the main idea in pairs. Monitor the activity around the class, then elicit from Ss which statement best summarises the paragraph. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils answer the question. Compare your answers with your partner. ANSWERS Students own answer. •Pupils look at the title of the passage and read the first paragraph. ANSWERS The phrase 'game set and match' comes from tennis and means someone has won the tennis match. Here, I think it means that gamification has won the match, it is a successful learning method that is here to stay •Pupils replace the words in bold in the text with synonymous ones ANSWERS transform: reform (also: revolutionise, change, improve) application: use (also: utilisation, adoption) interact: communicate (also: connect, interface) praised: admired (also: honoured, welcomed) persist: continue (also: persevere, go on) radical: drastic (also: extreme, profound, fundamental) •Pupils look at the first paragraph and in pairs discuss what the main idea of the paragraph is. ANSWERS Statement a summarises paragraph 1. |
Descriptor: - answer the question - compare your answers Total: 2 point
Self assessment Descriptor: - look at the title - read the first paragraph Total: 2 point
Descriptor: - replace the words in bold - complete the task Total: 2 point Descriptor: - look at the first paragraph - discuss in pairs the main idea of the paragraph Total: 2 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 6 Social change and further study |
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 |
Vocabulary: Our changing world |
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Learning objectives |
11.2.8.1 - recognise inconsistencies in argument in extended talk on a range of general and curricular subjects, 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 11.4.7.1 - 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: - To consolidate vocabulary from a text - To present topic-related vocabulary - To present and practise collocations related to change |
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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 our changing world |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 80 ● Explain the task and give Ss time to complete it. Check Ss' answers around the class. Ex:2 P: 80 ● Explain the task and give Ss time to fill the gaps. Check Ss' answers. . Ex:3a P: 80 ● Explain the task. Refer Ss to the Word List or their dictionaries to check any unknown vocabulary. Give Ss time to complete the task. Check Ss' answers Ex:3b P: 80 ● Give Ss time to use the adjectives from Ex. 3a to fill the gaps. Remind Ss that there may be more than one correct answer. Check Ss' answers. Ex:4 P: 80 ● Explain the task and give Ss time to complete it. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils choose the correct verb. ANSWERS 1 praised 2 persist. 3 transformed 4 taken 5 interact •Pupils fill in the gaps with words from the list. ANSWERS 1 approach 2 element 3 solution 4 generation 5 systems 6 principles, •Pupils put the adjectives in the list in the correct column. ANSWERS
•Pupils use vocabulary from ex 3a to complete the sentences. ANSWERS 1 significant, dramatic, substantial, extensive, major, radical, revolutionary, complete 2 minor, slight, minimal 3 minor, slight, minimal 4 significant, dramatic, substantial, major, massive, radical, revolutionary 5 major, radical, extensive •Pupils fill the gaps. ANSWERS 1 contributing 2 concrete 3 growing 4 permanent 5 notable 6 rewarding |
Descriptor: - choose the correct verb - complete the task Total: 2 point
Self assessment Descriptor: - fill in the gaps - complete the task Total: 2 point
Descriptor: - put the adjectives in the list - complete the task Total: 2 point Descriptor: - use vocabulary - complete the sentences. Total: 2 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 6 Social change and further study |
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 |
Technological change |
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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 11.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 11.6.5.1 - 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: - To present new vocabulary related to 10 technological chang -To present idioms related to change |
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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 our changing world |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 81 ● Give Ss time to complete the task. Check Ss' answers. Ex:6a P: 81 ● Explain the task and give Ss time to complete it. Ask Ss to check their answers in the Word List. Explain/Elicit the meanings of idioms if necessary. . Ex:6b P: 81 ● Explain the task and give Ss time to complete it. Check Ss' answers. Give Ss time to write sentences and then ask various Ss to read their sentences to the class. Ex:7 P: 81 ● To present and practise phrasal verbs Give Ss time to complete the task. Ask Ss to check their answers in Appendix I Ex:8 P: 81 ● Give Ss time to complete the task. Ask Ss to check their answers in Appendix II. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils choose the correct item. ANSWERS 1 primary 2 inevitable 3 predicted 4 overtake 5 conclusion 6 utilised 7 contribute 8 retention •Pupils complete the idioms with the words from the list. ANSWERS 1 wheel 2 leaf 3 place 4 mould 5 stone 6 cards 7 heart •Pupils fill in the gaps with idioms in the correct form from ex 6a. make your own sentences with the rest. ANSWERS 1 set in stone 2 breaks the mould 3 fall into place •Pupils fill in the gaps with phrasal verbs formed from the words in the boxes. ANSWERS 1 figure out 2 settle for 3 track down •Pupils choose the correct item. ANSWERS 1 in 2 after 3 of 4 of 5 up |
Descriptor: - choose the correct item. - complete the task Total: 2 point
Self assessment Descriptor: - complete the idioms - complete the task Total: 2 point
Descriptor: - fill in the gaps - complete the task Total: 2 point Descriptor: - fill in the gaps - complete the sentences. Total: 2 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 6 Social change and further study |
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 |
Use of English: Conditionals |
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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 11.4.2.1 - 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 |
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Lesson objectives |
Learners will be able to: - To present conditionals - To practise inversion in if-clauses |
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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 our changing world |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 82 ● Explain to Ss that we use conditional tenses to talk about things that might happen, might have happened, and that we wish would happen. Conditional sentences usually include the word if. Write on the board: Type 0, Type 1, Type 2, Type 3, mixed conditional Ex:2a P: 82 ● Explain the task and give Ss time to complete it. Check Ss answers. Ex:2b P: 82 ● Explain the task and give Ss time to complete it. Refer Ss to the Grammar Reference section for more information. Check Ss answers. Ex:3a P: 82 ● Draw Ss' attention to will in the last sentence of the text in Ex. 1. Read out the rubric and ask Ss to check in the Grammar Reference section. Ex:3b P: 82 ● Explain the task and give Ss time to complete it. Check Ss' answers around the class.t Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils read the text and put the verbs in brackets into the correct form. ANSWERS 1 spreads (Type 0-a general truth) 2 take (Type 0- a general truth) 3 could/might even end up (Type 1-probable situation in the future) 4 were not/weren't (type 2 - unreal situation, contrary to facts in the present) 5 will probably find (mixed-Type 2/Type 1) 6 had I told (Type 3 - unreal situation, contrary to the facts in the past) •Pupils choose the answer that explains each sentence. ANSWERS 1 a 2 b 3 a •Pupils rewrite the sentences omiiting if ANSWERS 1 Were I you, I wouldn't get a tablet with facial recognition software. 2 Should you go to the electronics fair, could you get me a programme about the exhibits? 3 Had buildings in the neighbourhood stayed the same, the local community wouldn't have lost so much of its character. 4 Were I more outgoing, I'd work overseas for a multinational company. 5 Should I see Dilnaz, shall I tell her to call you? •Pupils fill in the gaps ANSWERS In this case will expresses uncertainty. (... might wonder if people in the future will... might wonder whether people in the future will...) •Pupils complete the sentences. ANSWERS 1 a polite request 2 possibility 3 insistence 4 uncertainty |
Descriptor: - read the text - complete the task Total: 2 point
Self assessment Descriptor: - choose the answer - explains each sentence Total: 2 point
Descriptor: - rewrite the sentences - complete the task Total: 2 point Descriptor: - fill in the gaps - complete the sentences. Total: 2 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 6 Social change and further study |
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 |
Wishes/Reference |
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Learning objectives |
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 11.5.1.1 - plan, write, edit and proofread work at text level independently on a wide range of 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: -To present wishes/preference -present and practise expressing preference -To present and practise the unreal past |
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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 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 our changing world |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5b P: 83 ● Explain the task and give Ss time to write sentences. Check Ss' answers Ex: 6 P: 83 ● Draw Ss' attention to the underlined phrase in the text and elicit what it expresses. Ask Ss to think of another example of a word or phrase that can be used to express preference. Check Ss' answers and refer them to the Grammar Reference section for more information. Then give Ss time to complete the task. Check Ss' answers. Ex: 7 P: 83 ● Explain to Ss that we can use the past simple to talk about imaginary/unreal/impossible things in the present and we can use the past perfect to talk about imaginary/unrea/impossible things in the past. Refer Ss to the Grammar Reference section for more information. Explain the task and give Ss time to complete it. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils write a wish for each sentence. ANSWERS 1 I wish (that) I had told my friend about the documentary on robotics yesterday. 2 I wish I could design websites using HTML 3 I wish I had done well at IT at school so I could study computing at college. 4 I wish my MP3 player had more battery life and didn't keep dying after a few hours. II wish my MP3 player wouldn't keep dying after a few hours •Pupils give one more example of a phrase expressing reference. Then put the verbs in brackets into the correct form. ANSWERS 1 cycling 2 recharge 3 to live 4 didn't upgrade •Pupils choose the correct item. ANSWERS 1 intervened - present 2 had taken-past 3 were-present 4 lost-present |
Descriptor: - write a wish for each sentence - complete the task Total: 2 point
Self assessment Descriptor: - give one more example - put the verbs in brackets into the correct form. Total: 2 point
Descriptor: - choose the correct item. - complete the task Total: 2 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 6 Social change and further study |
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 |
Skills: The ingredients of a successful speech |
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Learning objectives |
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 11.4.7.1 - 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: - To introduce the topic - To read for gist - To expand on the topic |
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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. You need to give a speech in front of a large audience. How can you ensure it’s a success? |
. 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 our changing world |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 84 ● Read the rubric aloud and elicit answers from Ss around the class. Give Ss time to read the first paragraph of the text to check their answers. Ex: 2 P: 84 ● Explain the task and give Ss time to read the text quickly and answer the question. Check Ss answers around the class. Ex: 3 P: 84 ● Ask Ss to read sentences 1-5 and then read and listen to the text to decide if they are true or false. Remind Ss to use information from the text to justify their answers. Check Ss' answers Ex: 4 P: 84 ● Read the rubric and give Ss time to discuss it in pairs. Elicit answers from Ss' around the class. Remind Ss to justify their answers with evidence from the text. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils read the first paragraph of the text to find out. ANSWERS Speeches can be classified into three categories: informative, persuasive and ceremonial •Pupils skim the text. Answer the question. ANSWERS The author's purpose is to c) to outline the ingredients of a successful speech •Pupils read and listen to the text. Mark the statements. ANSWERS 1 T 2 F 4 F 5 T 6 T 7 F 8 T •Pupils answer the question. Give reason. ANSWERS According to the author, the opening and closing parts of a speech are the most challenging because these are the parts that need to make a strong impact. The opening part needs to grab the audience's attention while the closing part needs to leave the audience with something to reflect on. I agree with the author's opinion because when I'm preparing a speech, I always find it difficult to come up with engaging content to use in my introduction and conclusion. |
Descriptor: - read the first paragraph - complete the task Total: 2 point
Self assessment Descriptor: - skim the text - answer the question Total: 2 point
Descriptor: - read and listen to the text - mark the statements. Total: 2 point Descriptor: - answer the question. - give reason Total: 2 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
|
Unit 6 Social change and further study |
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 |
Listening |
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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 11.2.8.1 - recognise inconsistencies in argument in extended talk on a range of general and curricular subjects, 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 |
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Lesson objectives |
Learners will be able to: - prepare for a listening task - listen for specific information (multiple choice) - practise using verbs in the correct form |
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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. You need to give a speech in front of a large audience. How can you ensure it’s a success? |
. 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 our changing world |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5a P: 85 ● Explain the task and give Ss time to check the meaning of the words/phrases in the Word List or their dictionaries. Elicit the meanings of the words/phrases from Ss around the class. Ex: 5b P: 85 ● Explain the task and give Ss time to read the questions and possible answers. Play the recording. Ss listen and complete the task. Check Ss' answers. Ex: 6 P: 85 ● Explain the task and give Ss time to complete it. Check Ss' answers. Ex: 7 P: 85 ● Explain the task and give Ss time to act out exchanges in pairs. Remind Ss to use the prompts and phrases from the language box to help them. Monitor the activity around the class. Ask various Ss to act out their exchanges for the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils listen to a teacher giving feedback. Listen and check these words. ANSWERS pointers (n): pieces of advice rule of thumb (phr): an approximate way of measuring or doing sth colloquial language (phr): informal, everyday speech cue cards (n): pieces of card or paper with notes or prompts on them to help a speaker during a speech misconception (n): the misunderstanding of a concept or idea •Pupils listen to the dialogue and for question choose the correct answer. ANSWERS 1 B ("I should offer some pointers for next time") 2 D ("I could tell you'd read up on the subject, that's true") 3 B ("I think your conclusion was rather weak", "I felt that was the strongest part of my speech •Pupils complete the sentences with the following verbs in their correct form. ANSWERS 1 a write b have been writing 2 a to improve b have improved 3 a will continue b continue 4 a taught b teaches •Pupils work in pairs to act out short exchanges. ANSWERS Students own answer. |
Descriptor: - listen to a teacher - listen and check these words. Total: 2 point
Self assessment Descriptor: - listen to the dialogue - choose the correct answer Total: 2 point
Descriptor: - complete the sentences Total: 2 point Descriptor: - work in pairs - act out short exchanges Total: 2 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 6 Social change and further study |
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 |
Writing: A speech |
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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: - To analyse a rubric -To identify opening/closing techniques |
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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 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 our changing world |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 86 ●Read through the theory box on speeches with the Ss and check their understanding. Give Ss time to read the rubric, underline the key words and answer the questions. Check Ss' answers around the class. Ex: 2 P: 86 ●Explain the task and give Ss time to read the model and decide what each paragraph is about. Check Ss' answers around the class. . Ex: 3 P: 86 ● To identify opening/closing techniques Explain the task and give Ss time to decide which opening and closing techniques the speaker has used. Check Ss answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils read the rubric, underline the key words and answer the question. ANSWERS Your school is organising a Technology Conference and you have been asked to give a speech to teachers, parents and students entitled "Social Media and its effects on Communication. Collect information about the topic and write your speech 1 My target audience is the teachers, parents and students attending the Technology Conference at my school. 2 I am going to give an informative speech. 3 The speech should be in a formal style. •Pupils read the model speech. Answer the question. ANSWERS Paragraph A: the speaker introduces the topic, explains both sides of the argument, and then states her belief. Paragraph B: the speaker puts forward her first argument and supports it with details/examples. Paragraph C: the speaker raises a second issue and supports it with details/examples. Paragraph D: the speaker summarises her main argument and ends the speech with a rhetorical question to make the audience think further about the issue. •Pupils answer the question. ANSWERS Opening technique: a personal narrative Closing technique: a rhetorical question |
Descriptor: - read the rubric - underline the key words Total: 2 point
Self assessment Descriptor: - read the model speech - answer the question Total: 2 point
Descriptor: - answer the question. - give reason Total: 2 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 6 Social change and further study |
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 |
Features of academic language |
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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 11.3.5.1 - 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: - To practise cohesion techniques -To present features of academic languages -To analyse a rubric and prepare to write 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 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 our changing world |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 87 ●Explain the task and give Ss time to read the extracts and fill in the gaps. Check Ss' answers. Ex: 6 P: 87 ●Read the rubric aloud and elicit answers from Ss around the class. . Ex: 7a P: 87 ● Give Ss time to read the rubric, underline the key words and answer the questions. Check Ss' answers around the class. Ex: 7b P: 87 ● Go through the theory box with Ss. Give Ss time to use the Internet and other sources to collect information and write supporting details. Check their answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils read two extracts from a presentation about automation in the workplace. Fill in the gaps with the appropriate words/phrase. ANSWERS 1 Can you imagine 2 likely 3 they 4 For example 5 automobile •Pupils answer the question, ANSWERS Features of academic language: sophisticated vocabulary, presentation of facts and figures, complex grammar structures, formal language •Pupils read the rubric and underline the key words. Then answer the question. ANSWERS our school is organising a one-day conference on innovative technologies. You have been asked to give a speech entitled "Automation in the Workplace, Research and write your speech. 1 I am going to write an informative speech. I will write in a formal style. 2 I will use rhetorical questions as opening/closing techniques. •Pupils look at the rubric again and the ideas. Collect information to write supporting details. ANSWERS 1 Machines need operators: Machines that build cars in the automation industry require the oversight of human workers. Most products cannot be created without some form of human intervention. |
Descriptor: - read two extracts - fill in the gaps Total: 2 point
Self assessment Descriptor: - answer the question Total: 2 point Descriptor: -. read the rubric - underline the key words Total: 2 point Descriptor: -. look at the rubric - collect information to write Total: 2 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 6 Social change and further study |
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 |
CLIL: Careers |
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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 11.5.1.1 - 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: - To introduce the topic; to listen and read for specific information -To read 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 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 our changing world |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 88 ●Ask Ss to read the title and the first paragraph of the text. Elicit from Ss around the class some ways that successful entrepreneurs have achieved success. • Play the recording. Ss listen and read to find out. Check Ss answers around the class. Ex: 2 P: 88 ●Give Ss time to read the article again and decide which of the statements are true. Remind Ss' to justify their answers. Check their' answers. Ex: 3 P: 88 ● Explain the task and give Ss time to use the Internet or other sources to collect information about other ways a person can achieve success in today's world. Ask Ss to present their findings 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 and the first paragraph of the text. Listen and read to find out. ANSWERS I think successful entrepreneurs have achieved success by learning from others, trying to be unique, being passionate and not being afraid to make mistakes •Pupils answer the question. Justify your answers. ANSWERS 1 T 2 T 3 F 4 F 5 F •Pupils collect information about other ways a person can achieve success today’s world. Present them to the class. ANSWERS To achieve success in today's world, you need to be willing to work hard. It's also important to be an honest, trustworthy person and to stand behind your beliefs. You should build strong relationships with people. Don't hide away behind a computer screen. Instead, get out there and make yourself known. There's nothing more rewarding than face-to-face communication. Networking and sharing ideas is an integral part of being successful, both in the business world and on a personal level. And finally, take care of yourself. No matter how busy you are, don't forget about the importance of exercise, sleep and a balanced diet |
Descriptor: - read the title - listen and read to find out. Total: 2 point
Self assessment Descriptor: - answer the question - justify your answers. Total: 2 point Descriptor: - collect information - present them to the class. Total: 2 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 6 Social change and further study |
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 Summative assessment for the unit «STEM» |
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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: -To read for specific information (multiple choice) -To listen for meaning and inference |
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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 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: 89 ●Ask Ss to read questions 1-5 and the possible answers. Then give Ss time to read the text and choose the correct answers. Check Ss' answers. Ask Ss to justify their answers. Ex: 2 P: 90 ●Play the recording (twice if necessary). Ss listen and complete the task. Check Ss' answers. Ex: 3 P: 90 ● To consolidate vocabulary from the module Explain the task and give Ss time to complete it. Check Ss' answers. Summative assessment for the unit «STEM» Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils read the text and for question choose the correct answer. ANSWERS 1 C ("The goldfish comparisons certainly seem to suggest that, but it's not really the case.") 2 D ("74% of millennials use their mobile phone while watching TV) 3 B 4 D ("The days of forcing people to sit and learn for long periods are gone, learning must be flexible, easily accessible, and at a pace best suited for the learner") 5 A ("The age of the goldfish is not an age of stupidity, but one of change. With change comes new opportunities...") •Pupils will hear two friends discussing effect of globalisation on languages. Write B if both speakers agree, C for Catherine, D for Donald. ANSWERS 1 C 2 B 3 B 4 C 5 D •Pupils choose the correct item. ANSWERS 1 rewarding 2 radical 3 facilitates 4 retention 5 instil |
Descriptor: - read the text - choose the correct answer Total: 2 point
Self assessment Descriptor: - hear two friends discussing effect of globalisation - complete the task. Total: 2 point Descriptor: - choose the correct item Total: 2 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
|
Unit 6 Social change and further study |
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 |
11.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar 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: -To consolidate grammar from the module -To revise language for giving and responding to advice |
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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 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: 90 ●Explain the task and give Ss tirne to complete it. Check Ss' answers. Ex: 5 P: 90 ● Explain the task and give Ss time to complete it Check Ss' answers Ex: 6 P: 90 ● Explain the task and refer Ss to the Writing section of the unit (6e) for a model, plan and useful language. Give Ss time to plan and complete their work and then check Ss' answers. 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 choose the correct word. ANSWERS 1 had discussed 2 Had we known 3 will come 4 did 5 Even if •Pupils choose the correct response ANSWERS 1 a 2 b 3 b •Pupils read the rubric and do the writing task ANSWERS Good morning everyone and welcome to our school's conference on languages and cultures. My name is Bolatbek Usenov and I'm a Grade 11 student. Imagine a world in which we all communicated in one global language. Perhaps the first thing that comes to your mind is the convenience. Things such as going on holiday to a foreign country, or carrying out international business, would suddenly become so much easier. However, at what cost? While it's undeniable that a global language would have its benefits, I believe it would also have some negative implications. |
Descriptor: - choose the correct word - complete the task. Total: 2 point
Self assessment Descriptor: - choose the correct response - complete the task. Total: 2 point Descriptor: - read the rubric - do the writing task Total: 2 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 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 |
Genres of fiction |
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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: -introduce the topic; to read for gist -expand on the topic |
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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 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: 91 ● Read the different genres aloud and elicit from Ss what kind of fiction they think each one represents (e.g. What kind of characters would you expect to find in a fantasy novel? What kind of plot do adventure novels usually follow?). Explain the meaning of any unknown genres or ask Ss to look them up in their dictionaries. Give Ss time to read the extracts and match them to the genres. Ask Ss to justify and compare their answers in groups. Check Ss' answers around the class. Ex: 2 P: 91 ● Ask Ss to work in groups to match the extracts with the books. Remind Ss to justify their answers. Ask Ss to use the Internet to check their own answers. Ask Ss if they have read or heard of any of the books and elicit discussion around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils read the extract and match then to the genres. Compare answers in a group. ANSWERS 1 E 2 B 3 F 4 C 5 A 6 D •Pupils work in groups. Match the extract with the books below. Answer the question. ANSWERS 1 d 2 c 3 b 4 e 5 a 6 f |
Descriptor: - read the extract - match then to the genres Total: 2 point
Self assessment Descriptor: - work in groups - match the extract with the books Total: 2 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
|
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 |
The Sea wolf |
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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 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 - analyse an extract from a story; to present topic-related vocabulary; |
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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 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: 92 ● Explain the task and give Ss time to read the biography and answer the questions. Check Ss' answers around the class. Ex: 2 P: 92 ● Explain the task and give Ss time to read the summary and decide if the statements are true or false. Remind Ss to justify their answers with evidence from the text. Check Ss' answers. Ex: 3 P: 93 ● Elicit the meaning of the words in the word map from Ss around the class. Ask Ss to look up any unknown words in their dictionaries. Ask Ss to discuss in groups what they think the characters are discussing in the extract. Remind Ss that the words in the word map are clues. Ask Ss to read the extract and check their answers, then ask various Ss to tell the class Ex: 4 P: 93 ● Give Ss time to read the extract again and answer the questions. Remind Ss to justify their answers with evidence from the text. Check Ss' answers. 1 A ('the greater part was due to his totally different outlook:) 2 A ('I had nothing in common with him!) 3 D ('life is the cheapest thing in the world', 'It has no value. Of cheap things it is the cheapest') 4 C ('the life that is demanding to be born is limitless. Nature is a spendthrift. Look at the fish and their millions of eggs!) 5 D ('Somehow, I, who have always had expression, lacked expression when with Wolf Larsen, 'I seemed to find myself struggling in deep water! 'baffled me') Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils read the biography and answer the questions. ANSWERS 1 Jack London was born in 1876 in San Francisco, California. 2 He could afford to go to university because a local business owner gave him the money. 3 He went to the Klondike region to look for gold. 4 His first successful piece of writing was a story that a magazine published and paid him a small amount of money for. 5 He is best known for the novels The Call of the Wild, The Sea Wolf and White Fang. •Pupils read the summary of the novel and mark the statements ANSWERS 1 F (... a wealthy intellectual man named Humphrey Van Weyden...) 2 T ('Wolf enjoys talking to Van Weyden, however, because they're both intellectuals!) 3 F ('Wolf is incapacitated with a terrible headache!) 4 T ('He dies shortly thereafter, and they bury him at sea. Later, they are rescued!) 5 T ('The Sea Wolf received some criticism for its overall narrative structure') •Pupils read to find out. ANSWERS Humphrey Van Weyden and Wolf Larsen are discussing the value of life. •Pupils read the extract again and for question choose the correct answer. ANSWERS |
Descriptor: - read the biography - answer the questions Total: 2 point
Self assessment Descriptor: - read the summary of the novel - mark the statements Total: 2 point Descriptor: - read to find out - answer the question Total: 2 point Descriptor: - read the extract - choose the correct answer Total: 2 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 7 Reading for pleasure |
Lesson 77 |
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Grade: 11 |
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Lesson title |
Figurative language |
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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 |
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Lesson objectives |
Learners will be able to: - fill in the graphic organiser based on the extracts - introduce figurative language - match the parts of a story to their definitions |
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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 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: 6 P: 94 ● Explain the task and give Ss time to read the extract again and fill in the graphic organiser. Check Ss' answers around the class Ex: 7 P: 94 ● Read through the theory box with Ss and explain the meaning of any unfamiliar words. Elicit further examples of alliteration, assonance, metaphor, simile, personification and hyperbole from Ss and write them on the board. Give Ss time to answers the questions. Check Ss' answers. Ex: 8a P: 94 ● Explain the task and give Ss time to complete it. Check Ss' answers. Ex: 8b P: 94 ●Explain the task and give Ss time to put the events from the novel in order and match them to the parts of the story. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils fill in the graphic organiser based on the extract you read. ANSWERS
ANSWERS 1 This quotation contains an example of alliteration because the consonant sound 'm' is repeated at the beginning of the words 'make' and 'mock' 2 Larsen is using a metaphor to compare life to a ferment. He is saying that life is like a ferment such as yeast because life needs to consume other life in order to survive and grow. For example, humans eat other forms of life, such as animals and plants, or use them for survival in other ways, such as cutting down trees in order to build shelter or burn for warmth. The comparison is not a simile because he doesn't use the words 'like' or 'as! 3 This quotation contains an example of personification. Larsen personifies Nature with the pronoun 'she. He says 'she sows a thousand lives, creating an image of a woman planting seeds for crops. •Pupils match the parts 0f a story to their definition. ANSWERS 1 e 2 c 3 a 4 b 5 d •Pupils match from the Sea -worlf to the part of the story. ANSWERS 1 d 2 c 3 e 4 g 5 f 6 b 7 h 8 a |
Descriptor: - fill in the graphic organiser Total: 2 point
Self assessment Descriptor: - use your graphic organiser - write a summary of the extract Total: 2 point Descriptor: - match the parts 0f a story - answer the question Total: 2 point Descriptor: - match from the Total: 2 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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•Pupils use your graphic organiser to write
a summary of the extract.
Short term plan: term 3
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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: |
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Lesson title |
Title analyses |
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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: - fill in the graphic organiser -discuss the opinion of the writer; to explain the words in bold |
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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 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: 9 P: 95 ● Explain the task and give Ss time to complete it in groups. Then, check Ss' answers. Explain the task and give Ss time to complete it in groups. Then, check Ss' answers. Ex: 10 P: 95 ● Explain the task and give Ss time to read the extract in Ex. 3 again. Play the recording. Ss listen and make notes. Ask Ss to use words from the phrase bank to fill in the diagram and check their answers Ex: 11 P: 95 ● Explain the task and give Ss time to read the essay and discuss the opinion of the writer in groups. Ask Ss to explain the words in bold. Check Ss' answers. . Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils fill in the graphic organiser. ANSWERS
•Pupils read the extract again. Listen to the lecture. ANSWERS
•Pupils read the essay analysing the character of Wolf Larsen and discuss. ANSWERS A: While the writer admits that Wolf Larsen is a strong character, he believes that Humphrey Van Weyden is the story's true protagonist. B: Yes, I think the writer feels this way because Larsen doesn't change his philosophy on life over the course of the story. C: That's true. Such a cynical character could never be the hero of the story. But he's still very important because of the effect he has or an Weyden. A protagonist is the leading character or hero of a literary work. An antagonist is a character who is opposed to or struggles against the hero or protagonist in a literary work |
Descriptor: - fill in the graphic organiser Total: 2 point
Self assessment Descriptor: - read the extract - listen to the lecture. Total: 2 point Descriptor: - read the essay - discuss the opinion of the writer in groups Total: 2 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 7: Reading for pleasure |
Lesson 47 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
Summative control work for the 3rd term |
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Learning objectives |
11.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular 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 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 and present comparing and contrasting ideas and cause/effect patterns - trace the development of information via the use of linking words to identify relevance, accuracy and flow |
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Value links |
Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so. |
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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. Warm-Up
revise the language from the previous lesson Lead – In Answer the question |
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 talk about daily routines 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: - talk about daily routines Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures worksheet |
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Middle of the lesson Presentation part. 30 min |
LISTENING Task. Listen to a talk about refugees and complete the sentences with appropriate word(s) or/and number. Write NO MORE THAN TWO WORDS OR NUMBER READING Task. Read the text and complete the tasks. WRITING Task. Choose ONE of the topics and write SPEAKING Task. Choose the topic card and prepare 2 minutes talk on the questions, using more complex prepositional phrases Conclusion during the lesson some tasks differentiated by outcomes of the tudents and by their abilities. |
•Pupils listen to a talk ANSWERS about refugees and complete the sentences with appropriate word(s) or/and number. • Pupils read the text. ANSWERS •Pupils choose ONE of the topics and write ANSWERS •Pupils choose the topic ANSWERS |
Descriptor: - listen to a talk - complete the tasks below Total: 6 point
Descriptor: - read the text Total: 6 point Descriptor: - choose ONE of the topics and write Total: 6 point Descriptor: - work in pairs - discuss the questions Total: 6 point Total: 24 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: 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 |
Quiz |
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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: - test Ss' knowledge of the novel - compare the novel to its film adaptation |
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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 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: 13 P: 96 ● Explain the task and give Ss time to complete the quiz. Then, check Ss' answers. Ex: 14 P: 96 ● Explain the task and give Ss time to read the review and discuss the questions as a group. Ss write a short paragraph outlining the reviewer's main points and opinions. Check Ss' answers around the class. Ex: 15 P: 96 ●Explain the task. Ss watch the film and discuss in groups how it compares to the novel. Monitor the activity around the class. Then ask various Ss to tell the class. Alternatively, Ss can watch the film at home and discuss it in the next lesson. . Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils read the novel. Test your knowledge. ANSWERS 1 A 2 B 3 B 4 B 5 D 6 B 7 A 8 D •Pupils read the review. Answer the question, ANSWERS The reviewer believes that The Sea Wolf is the kind of book that is generally overpraised. He claims that, it is likely to be popular despite the quality of the writing. He intends to be discerning and honest in his analysis. While making a few critical comments, the reviewer's overall opinion of the book is positive. He likes London's style of writing and says that the book has 'freshness and vivacity. He feels that Wolf Larsen's character is 'a strong conception' meaning •Pupils watch the 1941 film The Sea Wolf. Compare it to the novel it was based on. ANSWERS A: I found the film to be very different to the book. For one thing, the structure of the plot has been drastically changed. B: That's true, but in general I think that's the case for most adaptations, Films are much shorter than books, so a certain amount of the original plot is always cut or altered. C: The thing that surprised me the most was the actor they chose to play Wolf Larsen. In the book he's a tall Scandinavian with brute strength, whereas in the film he is played by a relatively short man. He's not at all how I imagined him to |
Descriptor: - read the novel - test your knowledge Total: 2 point
Self assessment Descriptor: - read the review. - nswer the question Total: 2 point Descriptor: - watch the 1941 film - tell the class. Total: 2 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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22 Қаңтар 2025 288
