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Teacher’s actions
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Students’ actions
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Assessment
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Resources
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Greeting
2 min
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Greet
students; students respond to greeting and take their
places. Hello,
boys and girls! How are you?
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Hello,
teacher!
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Warm up
3 min
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Warm-up
• Books closed. Divide the board in half and write
a heading in each half: City life and Country life.
• Divide the class in half. Ask students in one
half to discuss in pairs or groups the advantages of living in a
city. The students in the other half discuss in pairs or groups the
advantages of living in the country. Set a time limit (e.g. two
minutes) for students to brainstorm ideas.
• Invite students from each group to write their
ideas on the board (in note form). Point out who had most ideas and
discuss with the whole class which advantage is more important for
each lifestyle.
Background
In the Altai Region of
Western Mongolia, the remarkable Kazakh eagle hunters (called
Berkutchi in Kazakh) practise their ancient tradition of hunting
with golden eagles. The Golden Eagle festival takes place every
year with the birds soaring through the air looking for the elusive
Corsac fox. The festival also features horse racing and archery.
The Berkutchi prefer to use young female eagles and it is believed
that the strongest birds are those that are caught in the wild
rather than those taken from their nests. The 4000-year-old
tradition attracts many tourists and it is a unique occasion to
witness and experience the nomadic lifestyle of the Kazakh
people.
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Teachers book
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Practice
2 min
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1 • Books closed. Write the questions from
Exercise 1 on the board.
• Explain that students are going to pretend they
are in a speaking exam and have to answer these questions. Give
them a minute to think about their answers. Encourage them to give
an extended answer (i.e. talk for more than 30 seconds) and give an
example if necessary. Point out that in
the first question, they can describe where they
live.
• Before students do the task, give them some
assessment criteria. For example, write on the board:
How did your partner
describe his/her city/town/village?
Did he/she use a variety of
adjectives?
Did your partner explain why they like the
place?
Was your partner answer long
enough?
What else could he/she talk
about?
• Students do the task in
pairs. Encourage them to make assessment notes and give their
partner feedback.
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Answers
Students’
own answers
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Eyes open 4
P
27
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3
min
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2 • Students open their books at page 27 and look
at the photographs. Explain that they are going to read about Alina
and where she lives.
• Ask students to skim read the text once and find
all the places she mentions. (Aktau, Astana, the Altai
Mountains)
Have they ever visited these places?
• Before students do the task, check their
comprehension of settle in, models, hospitable, keep something alive.
Give them a time limit to mark the sentences true
or false and encourage them to correct the false sentences with
information from the text.
• Students can compare their answers in pairs
before you check answers with the class.
• Draw students’
attention to the information About Kazakh families. What do they know about their ancestors?
Discuss with the whole class.
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Students skim read the text once and find all the
places she mentions Suggested answers
1 F (She used to live in Aktau.)
2 T
3 F (It freezes in winter.)
4 T
5 F (Sheep go up into the mountains in
summer.)
6 T
7 T
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Comments
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Eyes open 4
P
27
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10
min
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3 • Students read the text again and list all the
things that Alina likes about moving to Astana and all the things
that she doesn’t/didn’t like.
• Students try to think of other possible good or
bad aspects of moving to / living in Astana e.g. living in a
different type of house/apartment, getting around, size of school,
etc.
• Students decide, using their notes on the text,
whether they think Alina is generally happy about moving to Astana
or not. Do all students agree?
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Answers
Positive: Has good friends now, exciting because it
is
growing fast, great things to do (e.g. skating,
shopping
centres)
Negative:
Missed friends at first,
extreme weather, often have to stay indoors in winter Overall,
Alina seems happy to have moved to Astana.
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Eyes open 4
P 27
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20
min
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Ask students to scan the text and underline all
the adjectives Alina uses as well as any modifiers
(easy, good, exciting, quite extreme, cold, great, nice, famous, beautiful, completely different, really impressive, enormous, amazingly skillful, young, hospitable, important, national).
• Elicit the adjectives and discuss with students
why it’s important to use a variety of adjectives (e.g. to make the
text more interesting to read, to avoid repetition). Discuss which
adjective the students think are useful for them to learn and use
(possibly impressive, enormous, skillful, hospitable).
• You can
also encourage students to think of synonyms and opposites,
e.g. enormous/large/gigantic/huge/big, and note them down in their
notebooks.
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Conclusion 1 min
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Let’s revise what we have
learnt today.
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Evaluation
2 min
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Students are evaluated
according to the criteria, answers and activeness
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Homework 2 min
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research information
about life in different places.
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