LP Aspect 11 grade

Тақырып бойынша 11 материал табылды

LP Aspect 11 grade

Материал туралы қысқаша түсінік

ҚМЖ 11 сыныпқа арналған

Материалдың қысқаша нұсқасы

Short term plan: term 2

Unit: 3 Interviews and instructions		Lesson 25
School
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	What’s your communication style?
Learning objectives	11.1.7.1 - develop and sustain a consistent argument when speaking or writing 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
Lesson objectives	Learners will be able to: - introduce the topic and new vocabulary - activate new vocabulary through personalisation
Value links	The value based on the integrated educational program is to educate students for justice and responsibility One of the most effective ways to help students take responsibility for their learning is through goal setting
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Ex:1 P:35

Direct Ss' attention to the diagram showing four different communication styles.

Explain the task and give Ss time to complete it.

Check Ss' answers. Explain/Elicit the meanings of any unknown words or phrases.

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

Learners in pairs decide which style of communicator

ANSWERS

a-C amiable

b-A analytical

c-B expressive

d-D driver (although in some groups

C would be a more

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- remembers the lesson passed

Point 1

Style

Descriptor:

- in pairs decide which style of communicator

Total: 3 point

Middle of the lesson

Presentation part.

35 min

Ex: 2 P: 35

match quotes with a communication style

Explain the task and give Ss time to complete it.

Check Ss' answers.

Ex: 2 P: 35

To activate new vocabulary through personalisation

Read out the rubric and elicit from various Ss which communication style most closely resembles their own. Encourage Ss to justify their opinions.

Ask the other Ss if they agree and why/why not. Alternatively, give Ss time to complete the task in pairs.

Learners read what four people said when faces with a problem

ANSWERS

1 B

2 D

3 A

4 C

Learners answer the question.

ANSWERS

: I think the communication style that most closely resembles my own is probably the amiable communication style, because I really dislike confrontation. Instead, I prefer collaboration and explanation so that everyone can understand for themselves and agree how things should be. I didn't choose analytical or expressive communication styles because I think I am somewhere in between H the two, depending on the task. What do you think? Do you agree with me?

Descriptor:

- read what four people said when faces with a problem

Total: 3 point

Descriptor:

- answer the question.

Total: 3 point

-Make CCQ questions Yes / No

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 3 Interviews and instructions		Lesson 26
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	How to be successful in an interview
Learning objectives	11.2.4.1 - implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.4.8.1 - select and evaluate paper and digital reference resources to check meaning and extend understanding 11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
Lesson objectives	Learners will be able to: - introduce the topic - consolidate new vocabulary from a text/to use new vocabulary in context - listen and read for specific information
Value links	The value based on the integrated educational program is to educate students for justice and responsibility To help others and to be fair, kind and willingness to take responsibility.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5min

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

Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals.

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

Middle of the lesson

Presentation part.

35 min

Ex:1 P:36

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

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

Ex: 2 P: 36

A • Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words. Alternatively, Ss can check the meanings of the words in their dictionaries.

Check Ss' comprehension around the class and explain/elicit the meaning of any unfamiliar words.

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

Check Ss' answers around the class

Ex: 3 P: 36

• Explain the task and ask Ss to read the sentences from Ex. 2b again.

Play the recording. Ss listen and read the article before answering the questions.

Check Ss' answers around the class.

Ex: 4 P: 36

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

Check Ss' answers.

• Pupils look at the title of the article, the subheadings and the photo. Answer the questions

ANSWERS

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

Pupils these words appear in the test. Use the words to complete the sentences

ANSWERS

1 traits

2 courtesy

3 impulse

4 attire

5 posture

6 practices

• Pupils according to the article, which of the sentences are true about interviews

ANSWERS

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

• Pupils read text again.

ANSWERS

1 A (lines 11-13:"Let's look at the three key stages... and find out how we can maximise our potential ...")

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

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

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

Descriptor:

- look at the title of the article

- answer the question.

Total: 2 point

Descriptor:

- Use the words to complete the sentences

Total: 1 point

Descriptor:

- according to the article, which of the sentences are true about interviews

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 3 Interviews and instructions		Lesson 27
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Vocabulary: non-verbal communication
Learning objectives	11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 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
Lesson objectives	Learners will be able to: - consolidate vocabulary from a text - consolidate vocabulary from a text - introduce vocabulary related to non-verbal communication
Value links	The value based on the integrated educational program is to educate students for justice and responsibility In front of the class team for the assigned general case feel responsible
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 min

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

revise the vocabulary from the previous

Ex: 1 P: 38

• Explain the task and give Ss enough time to fill the gaps.

Check Ss' answers.

Ex:2 P: 38

• Explain the task and give Ss enough time to underline the correct words.

Check Ss' answers

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

Pupils fill in the gaps

ANSWERS

1 mindset

2 courtesy

3 conjunction

5 realm

4 perception

Pupils underline the correct item

ANSWERS

1 potential

2 constructive

3 thorough

4 overstated

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- fill in the gaps

Total: 1 point

Descriptor:

- underline the correct item

Total: 1 point

Middle of the lesson

Presentation part.

35 min

.Ex: 3 P: 38

• 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: 4 P: 38

Explain the task and give Ss time to complete the sentences. Remind Ss to use the verbs in their correct form.

Check Ss' answers.

Pupils fill the gaps.

ANSWERS

1 pout

2 grimace

3 gape

4 shrug

5 smirk

6 sneer

Pupils label the photos.

ANSWERS

1pouting

2 shrugged

3 smirked

4 grimaced

5 gaped

6 sneer

Descriptor:

- choose the correct preposition

Total: 1 point

Descriptor:

- fill the gaps.

- label the photos

Total: 1 point

-Make CCQ questions Yes / No

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 3: Interviews and instructions		Lesson 28
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Personal qualities
Learning objectives	11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 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
Lesson objectives	Learners will be able to: - introduce vocabulary related to personal qualities - practise using vocabulary related to personal qualities - present vocabulary related to personal qualities
Value links	The value based on the integrated educational program is to educate students for justice and responsibility Learning when to say sorry Part of learning about responsibility is knowing when to apologize for the negative consequences of our actions.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 min

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

revise the language from the previous lesson

Lead – In

Ex:6 P:39

• Explain the task. Refer Ss to the Word List or their dictionaries to check any unknown vocabulary.

Write the headings Positive, Neutral and Negative on the board and write the vocabulary under the correct heading as you elicit Ss' answers around the class.

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

•Pupils put the personal qualities in the correct bubble.

ANSWERS

Positive: committed, cooperative, eloquent, farsighted, ingenious, tolerant

Neutral: conservative, sentimental, laid-back, strong- willed

Negative: big-headed, cynical, disrespectful, pessimistic

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- put the personal qualities in the correct bubble.

Total: 2 point

Middle of the lesson

Presentation part.

35 min

Ex: 6b P: 38

• Explain the task and give Ss time to write sentences using the vocabulary from Ex. 6a.

Check Ss' answers.

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

Ex: 3 P: 38

• practise will and be going to

Explain the task and then give Ss time to complete the task.

Check Ss' answers.\

•Pupils use vocabulary from ex 6a to write sentences

ANSWERS

My brother is so big-headed he thinks he's the best! The mayor is really committed to making our city a cleaner, safer place to live.

My grandmother is rather conservative; she is a bit suspicious of change.

I'm a very cooperative person and like to work with others to solve problems.

My grandfather is becoming so cynical in his old age; he never trusts anyone!

It's disrespectful not to acknowledge other people's

•Pupils choose the correct item

ANSWERS

1 centre

2 tendency

3 Outgoing

4 reserved

Descriptor:

- use vocabulary from ex 6a to write sentences

Total: 2 point

Descriptor:

- choose the correct item

Total: 3 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 3: Interviews and instructions		Lesson 29
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Use of English: modals
Learning objectives	11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 11.6.12.1 - use a wide variety of past modal forms to express appropriate functions ; use a variety of near modal structures including supposed to, bound to, due, willing to on a wide range of general and curricular topics
Lesson objectives	Learners will be able to: - identify and present comparing and contrasting ideas and cause/effect patterns - use digital and paper resources to enrich vocabulary
Value links	The value based on the integrated educational program is to educate students for justice and responsibility To help others and to be fair, kind and willingness to take responsibility
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

Ex:1 P:40

Write the following sentences on the board: Sezim is stressed about her exams. She told me./Sezim must be stressed about her examsShe looks unhappy Nurlan usually comes with us./OK, Nurlan can come with usElicit from Ss what the difference between the sentences in each pair is. (e.g. the first sentences in each pair are facts while the second contain a modal and express opinion or attitude). Point out that modals do not have tenses in the normal sense and are followed by the infinitive without to.

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

Pupils read the forum entries about Kim’s interview. Answer the question

ANSWERS

might: possibility

may: possibility

can't: logical assumption

shouldn't: criticism

would: logical

assumption

should: advice

have: necessity

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- read the forum

- answer the question

Total: 2 point

Middle of the lesson

Presentation part.

35 min

Ex: 2 P: 40

• Explain the task and give Ss time to complete it

Check Ss answers.

Ex: 3 P: 40

Refer Ss to the Grammar Reference section and give them time to complete the task in pairs

Check Ss' answers around the class

Pupils read the sentences and match them to their synonymous phrases.

ANSWERS

A: 1 d 2 c 3 b 4 a

These phrases express possibility in a variety of tenses.

B: 1 d 2 a 3 b 4 e 5 c

These phrases express necessity in a variety of tenses.

C: 1 e 2 b 3 d 4 a 5 c

These phrases express obligation in a variety of tenses

Pupils read the sentences and in pairs decide how they differ in meaning

ANSWERS

1 a Criticism of a particular actionNursultan stayed up too late last Sunday.

b General advice. It would be a good idea if Nursultan went to bed earlier on Sundays.

2 a Possibility. I believe that it was possible for me to beat my record, but I didn't.

b Ability in a specific situation in the past. I have managed to beat my record.

3 a ObligationIt is necessary for me to work overtime because my boss says so

b ObligationIt is necessary for me to work overtime because I really want to finish the report on time.

4 a Absence of necessity. It is not necessary for

Descriptor:

- read the sentences

- match them to their synonymous phrases

Total: 2 point

Descriptor:

- work in pairs

- read the sentences

Total: 3 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 3: Interviews and instructions		Lesson 30
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Skills: Interview Analysis
Learning objectives	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 11.4.1.1 - understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics
Lesson objectives	Learners will be able to: - perform a persuasive discourse based on cause-effect pattern - identify the difference between main idea and supporting points
Value links	The value based on the integrated educational program is to educate students for justice and responsibility In front of the class team for the assigned general case feel responsible
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

Ex:1 P:42

Direct Ss attention to the article's title and subheadings.

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

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

Pupils look at the title of the article and subheadings. Read to find out

ANSWERS

I think the article is about what a job interview consists of and the specific skills the candidates need to display

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- talk about daily routines

Point 1

Descriptor:

- look at the title

- answer the question

Total: 2 point

Middle of the lesson

Presentation part.

35 min

Ex: 2 P: 42

•Ask Ss to read the text again and fill the gaps 1-5 with the correct sentence

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

Play the recording Ss listen and check.

Ex: 3 P: 42

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

• Check Ss answers

Ex: 4 P: 42

Read the question and ask Ss to discuss it in pairs

Remind Ss to justify their opinion.

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

Pupils read the article again and fill the gaps with a correct sentence.

ANSWERS

1 E

2 C

3 F

4 A

5 D

•Pupils write an antonym for these words.

ANSWERS

1 succeed

2 nervous

3 common

4 specific

5 benefit

•Pupils work in pairs. Identify of the five characters in the text.

ANSWERS

A: I think poise is the most difficult characteristic for an interviewee to master because when a person is nervous, they're more likely to speak quickly and move around a lot. It can be tricky to control your nerves, especially when you're trying to concentrate on what the interviewer is saying while also trying to think of a good answer. I'm sure most people don't even realise that they're fidgeting so much, but it can be really distracting for the interviewer

Descriptor:

- read the article

- fill the gaps with a correct sentence

Total: 2 point

Descriptor:

- write an antonym for these words

Total: 2 point

Descriptor:

- work in pairs

- identify of the five characters

Total: 3 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 3: Interviews and instructions		Lesson 31
Teacher name: Khonturaeva G
Date: 13.11.2025
Grade: 11A		Number present:	absent:
Lesson title	Listen and speaking (A job interview)
Learning objectives	11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics
Lesson objectives	Learners will be able to: - recognize and evaluate certain points that will help comprehend the main points effectively - generate constructive ways to find solutions to a wide range of issues
Value links	The value based on the integrated educational program is to educate students for justice and responsibility Apologizing can also show that you regret your mistake, that you are willing to take responsibility for it and that you're using it as an opportunity to improve yourself.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

Ex:6 P:43

Explain the task and give Ss time to read the phrases and complete the dialogue.

Remind Ss to pay attention to the words before after each gap as they will help them decide on the missing sentences.

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

Pupils complete the dialogue between an interviewer and a candidate

ANSWERS

1 Thanks for coming in

2 Tell me about yourself

3 Why should I consider you for the job

4 Do you have any relevant work experience

5 when can you start

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- talk about daily routines

Point 1

Middle of the lesson

Presentation part.

35 min

Ex: 7 P: 43

•Explain the task and ask pairs of Ss to take roles and act out a dialogue similar to the one H in Ex. 6 using their own ideas and the useful language in the box. Write this diagram on the board for Ss to follow.

Monitor the activity around the class offering help if necessary.

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

Justice and Responsibility

Willingness to accept and correct mistakes, if

to be responsible for the results of his work if they are done

Willingness to accept and correct mistakes, if

to be responsible for the results of his work if they are done

When you make a mistake, try to admit it as soon as you can, and apologize if necessary. Making an effort to apologize for a mistake can show that you respect the people who have been affected by the mistake. Apologizing can also show that you regret your mistake, that you are willing to take responsibility for it and that

Ex: 8 P: 43

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

• Check Ss answers

•Pupils work in pairs. Use the language in the box to act out a job interview.

ANSWERS

A: Good afternoon, you must be Damira KarimovaI'm Jonathan Snow.

B: Good afternoon Mr Snow. Nice to meet you.

A: Nice to meet you tooThanks for coming in.

B: Thanks for the opportunity.

A: OK, let's startTell me about your educational background.

B: Well, I'm a university student at Nazarbayev UniversityI study Engineering. I'm really interested in this part-time position to help with my living expenses.

A: I see. Why should we hire you?

B: Well, I'm sensible, committed and I'm a strong swimmer. I've also completed a course in life- saving.

•Pupils work in group. Collect more information about the types of questions interviewers might ask to evaluate a candidate.

ANSWERS

Groups own answer

Descriptor:

- complete the dialogue

Total: 2 point

Descriptor:

- work in pairs

- use the language in the box

- act out a job interview

Total: 2 point

Descriptor:

- work in group

- collect more information

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 3: Interviews and instructions		Lesson 32
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Writing: An instructional text
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 11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
Lesson objectives	Learners will be able to: - recognize and evaluate certain points that will help comprehend the main points effectively - develop and present ideas according to a given role and suggested situation - express themselves effectively and creatively in a range of situations
Value links	The value based on the integrated educational program is to educate students for justice and responsibility Ability to finish what you started Being able to follow through and finish the things you start is a valuable life skill
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

Ex:1 P:44

Read the theory box on instructional texts aloud

Give Ss time to read the rubric and answer th questions.

Check Ss' answers around the class.

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

Ex:1 P:44

Read the theory box on instructional texts aloud

Give Ss time to read the rubric and answer th questions.

Check Ss' answers around the class.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- read the rubric

- answer the question

Total: 2 point

Middle of the lesson

Presentation part.

35 min

Ex: 2 P: 44

•Explain the task and give Ss enough time to read the model.

Read the questions aloud and elicit answers around the class.

Ex: 3 P: 44

• Explain the task and give Ss enough time to read the text again and put the instructions in the correct order.

Check Ss answers around the class.

Ex: 4 P: 44

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

Check Ss answers around the class.

Conclusion during the lesson some tasks differentiated by outcomes of the tudents and by their abilities.

2 My instructional text should be written in direct and simple language, not too formal or informal.

3 The main stylistic features that I should use are: the present tense to give information, the imperative to give instructions, direct and simple language and a photograph or diagram to illustrate the instructions.

•Pupils read the model text. Answer the question.

ANSWERS

The purpose of the text is to give instructions on how to pair your smart watch with your phone. The writer has used active, imperative verbs to give clear, step-by-step instructions to the reader.

•Pupils read the text again and put the instructions in the correct order.

ANSWERS

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

•Pupils fill the gaps

ANSWERS

1 Turn

2 Connect

3 Open

4 Click

5 Select

6 Copy

7 disconnect

Descriptor:

- read the model

- answer the question

Total: 2 point

Descriptor:

- read the text

- put the instructions in the correct order

Total: 2 point

Descriptor:

- fill the gaps

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 3: Interviews and instructions		Lesson 33
Teacher name: Khonturaeva G
Date: 17.11.2025
Grade: 11A		Number present:	absent:
Lesson title	Words. Phrases.
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 topic 11.5.5.1 - develop with minimal support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics
Lesson objectives	Learners will be able to: - discuss\debate on a range of local, national and global issues - trace the development of information via the use of linking words to identify relevance, accuracy and flow
Value links	The value based on the integrated educational program is to educate students for justice and responsibility By showing justice, kindness and responsibility willingness to help others
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 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

Ex:5 P:45

• Ask Ss to look at phrases in the Useful Language box.

In pairs Ss write down possible ideas of what may have gone wrong (possible problems) Ss can also use ideas from the information in the model text. Elicit answers from various Ss around the class.

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

•Pupils use the phrases in the Useful Language

ANSWERS

Possible problems: left it on airplane mode, not getting any signal from the watch, not having switched on/enabled Bluetooth on the

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- use the phrases

- write possible ideas

Total: 2 point

Middle of the lesson

Presentation part.

35 min

Ss work in pairs and act out a dialogue using their notes on what may have gone wrong and the phrases in the Useful language box.

Monitor the activity around the class.

Ask various pairs of Ss to act out their dialogues in front of the class.

Ex:6 P: 45

Direct Ss' attention to the theory box and read the theory and examples.

Explain the task and give Ss enough time to complete itRefer Ss to the Grammar Reference section for more information.

Check Ss' answers

Ex: 7 P: 45

Give Ss time to read the rubric and answer the questions.

Check Ss' answers around the class

Ex: 8 P: 45

Give Ss time to complete the task using the Useful Language box, their answers from Ex7 and the prompts from Ex. 8 to help them.

Ask Ss to check their piece of writing against the Checklist before they hand it in.

Check Ssanswers

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

Pupils join the sentences. Use the conjunctions in brackets.

ANSWERS

1 Don't download anything, even if it seems safe.

2 You can pair your phone to your TV, provided that your TV has a screen mirroring feature.

3 You won't be able to log in unless you know the password.

4 Write down the instructions other wise you will forget them.

Pupils read the rubric and answer the question.

ANSWERS

1 I will write an instructional text to a forum reader who has an IT problem.

2 I should use present tenses and imperative verb forms.

3 At the beginning of the instructional textI should include a title or a main heading indicating the subject matter

Pupils write the instructional text. Use the prompts below.

ANSWERS

How to save battery power on your tablet PC It's very easy to save power on your tablet PC. All that is required is to change a few basic settings:

First, open the Start Menu, and then go to the Control Panel page.

From there, you can open the Display file.

Click on Screen Brightness and adjust the setting to mediumThis will reduce the screen's power

Descriptor:

- write down possible ideas

- use the conjunctions

Total: 2 point

Descriptor:

- read the rubric

- answer the question

Total: 2 point

Descriptor:

- write the instructional text

- use the prompts

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 3: Interviews and instructions		Lesson 34
Teacher name: Khonturaeva G
Date: 26.11.2025
Grade: 11A		Number present:	absent:
Lesson title	CLIL: Using memory technics.
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 11.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics
Lesson objectives	Learners will be able to: - recognize logical fallacies, assertions and assumptions - demonstrate the skills of using figurative language, word relationships, and nuances in word meanings - identify the meaning of words using contextual clues
Value links	The value based on the integrated educational program is to educate students for justice and responsibility For any type of service or activity take responsibility
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

Ex:1 P:46

Introduce the topic; to listen and read for specific information

Read the rubric aloud and ask Ss to read the title of the text.

Elicit ideas from Ss about what they think the word "mnemonic" means. Ask Ss if they know of any types of mnemonic devices.

Play the recording. Ss listen and read to find out

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

Pupils read and listen to the text to find out. Answer the question

ANSWERS

A mnemonic is a pattem that helps you remember things. There are many types of mnemonic devices. The main types are connection image and music

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- read and listen to the text to find out.

- answer the question

Total: 2 point

Middle of the lesson

Presentation part.

35 min

.Ex:2 P: 46

Read for specific information (T/F statements)

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

Ask Ss to read the text again and mark the sentences as T (true), F (false) or DS (doesn't say).

Check Ss' answer

Ex: 3 P: 46

• Personalise and expand on the topic

Ask Ss to discuss in pairs which mnemonic device they think could help them remember things best. Monitor activity around the class.

Ask various Ss to tell the class.

Ex: 1 P: 46

Read the rubric aloud and elicit from Ss what they know (if anything) about the Mind Palace memory technique.

Ss read and listen to the text to answer the question. Check Ss answers,

Pupils read the text again and mark the sentences.

ANSWERS

1 F ("we dramatically increase our ability to remember them")

2 T

3 F ("There are many different types of mnemonics")

4 F ("...forms a link in the mind between something new and something we already know")

5 DS

6 T

•Pupils answer the question

ANSWERS

A: I think that using images would best help me to remember things. As a visual leamer it's easier for me to remember a piece of information if I can associate it with a picture.

B: For me, connection works best. When I study. I try to connect something I already know with the new thing I want to memorise. I find it especially helpful when I have to remember names of people or places: I just create a mental connection with a person I already know and places I've visited.

•Pupils listen and read to find out

ANSWERS

The Mind Palace technique is a memory technique which uses location and imagery to help us remember

Descriptor:

- read the text

- mark the sentences

Total: 2 point

Descriptor:

- answer the question

Total: 2 point

Descriptor:

- listen and read to find out

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 3: Interviews and instructions		Lesson 35
Teacher name: Khonturaeva G
Date: 27.11.2025
Grade: 11A		Number present:	absent:
Lesson title	Progress check Summative assessment for the unit «Human brain»
Learning objectives	11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.4.8.1 - select and evaluate paper and digital reference resources to check meaning and extend understanding
Lesson objectives	Learners will be able to: - identify the main idea ignoring minor details - identify and interpret the suggested written information - formulate higherorder thinking questions at higher order thinking level
Value links	The value based on the integrated educational program is to educate students for justice and responsibility Ability to work in a team, opinions of others to respect their positions and achieve common goals aspire to
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

Ex:1 P:47

• read for specific information (multiple choice)

Ask Ss to quickly read the text and the questions.

Give Ss time to read the text again and underline the parts that answer the questions.

Tell Ss to choose which option best answers each question. Remind them to support their choice with material from the text.

Check Ss answers

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

Pupils read the text and for question choose the correct answer.

ANSWERS

1 A (efficient retaining information

2 D the workplace can hecticit can often feel like you're being bombarded with an infinite tasks to complete)

3 B not everything works everyone so you can pick and choose which ones best suit your individual learning style)

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- read and the text to find out.

- answer the question

Total: 2 point

Middle of the lesson

Presentation part.

35 min

Justice and Responsibility

Ability to work in a team, opinions of others

to respect their positions and achieve common goals

aspire to ability to work in a team, opinions of others to respect their positions and achieve common goals aspire to the best leaders do more than just plan projects and assign tasks - they inspire their team to do great work by taking the time

Ex:2 P: 47

explain the task and give Ss time to complete it.

Check Ss answers

Summative assessment for the unit «Human brain»

Conclusion during the lesson some tasks differentiated by outcomes of the tudents and by their abilities.

4 B ("By turning seven pieces of information into two, we can maximise the usefulness of the brain's short-term memory.")

5 A ("These days, when attempting to juggle responsibilities at work, a good old-fashioned to-do list simply doesn't cut it.")

Pupils read the text again and mark the sentences.

ANSWERS

1 F ("we dramatically increase our ability to remember them")

2 T

3 F ("There are many different types of mnemonics")

4 F ("...forms a link in the mind between something new and something we already know")

5 DS

6 T

Descriptor:

- read the text

- mark the sentences

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 3: Interviews and instructions		Lesson 36
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Progress check
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 11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
Lesson objectives	Learners will be able to: - identify the main idea ignoring minor details - identify and interpret the suggested written information - formulate higherorder thinking questions at higher order thinking level
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Ability to build positive relationships with others and contribute to public life
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 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

Ex:3 P:48

• Listen for specific information (T/F statements)

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

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

Ss listen and complete the task.

Check Ss' answers.

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

Pupils listen to the job interview and decide if the sentences are true or false.

ANSWERS

1 T

2 F ("I had to stop as they started touring all over the country. I couldn't go with them.")

3 F ("I deal with customers phoning in with enquiries.")

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- listen to the job interview

- decide if the sentences are true or false

Total: 2 point

Middle of the lesson

Presentation part.

35 min

Ex:4 P: 48

Revise vocabulary from the module

Explain the task and give Ss time to choose the correct words.

Check Ss' answers.

Ex:5 P: 48

consolidate grammar from the module

Explain the task and give Ss time to rewrite the sentences.

Check Ss' answers.

Justice and Responsibility

For the preservation and prosperity of the state

feel responsible

The Republic of Kazakhstan is a unitary state with the presidential system of government. Under the Constitution, Kazakhstan is a democratic, secular, legal and social state which recognizes the man, his life, rights and freedoms as the supreme values of the country.

Ex:6 P: 48

Consolidate grammar from the module Explain the task and give Ss time to underline the correct items

Conclusion during the lesson some tasks differentiated by outcomes of the tudents and by their abilities.

4 F ("I'm good at water sports, too, if that would be a help!" "Very possibly")

5 T

•Pupils underline the correct item

ANSWERS

1 constructive

2 raised

3 poise

4 articulate

5 centre

6 quaking

7 farsighted

8 against

•Pupils rewrite the sentences using the word in bold

ANSWERS

1 Nurlan may have quit his job because it was too stressful.

2 She needn't have come so early yesterday.

3 They must have informed the boss about the problem.

4 You should have paid attention.

5 They can't have prepared the documents

•Pupils underline the correct item

ANSWERS

1 Despite

2 Even though

3 but

4 in case

Descriptor:

- underline the correct item

Total: 2 point

Descriptor:

- rewrite the sentences using the word in bold

Total: 2 point

Descriptor:

- underline the correct item

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 4: Investigate and report on timekeeping devices/Science video		Lesson 37
Teacher name: Sattybaeva U
Date: 03.12.2025
Grade: 11A		Number present:	absent:
Lesson title	The history of timekeeping devices
Learning objectives	11.1.8.1 - develop intercultural awareness through reading and discussion 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 11.3.1.1 - use formal and informal language registers in talk on a range of general and curricular topics, including some unfamiliar topics
Lesson objectives	Learners will be able to: - identify the main idea ignoring minor details - identify and interpret the suggested written information - formulate higherorder thinking questions at higher order thinking level
Value links	the value based on the integrated educational program is to educate students for unity and solidarity Build trusting relationships and enjoy working in a team being able to maintain the situation
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

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

Descriptor:

- talk about daily routines

Point 1

Middle of the lesson

Presentation part.

35 min

Ex:1 P:49

• Direct Ss' attention to the texts and the words in the list and give Ss time to read the texts and complete the gaps with the appropriate word.

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

Ex:2 P: 49

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

Monitor the activity around the class.

Ask various Ss to tell the class

Ex:3 P: 49

Explain the task and give Ss time to use the Internet (if available) to find out more about other types of timekeeping devices. Ask Ss to give a presentation to the class about one timekeeping device.

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

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

•Pupils use the word in the list to complete the text. Match the pictures to the texts

ANSWERS

1 ancient

2 vertical

3 track

4 flow

5 seconds

6 precise

7 mechanics

8 predetermined

9 principles

10 structures

•Pupils answer the question. Discuss with your partner giving reasons for your choice.

ANSWERS

A: I find the sundial to be the most interesting because it was one of the first timekeeping devices ever created. It's amazing to think how this relatively simple thing completely changed the way people perceive time.

B: I know what you mean, but I find the atomic clock to be much more interesting because it's extremely accurate and it uses subatomic particles!

•Pupils collect information about another timekeeping device and write a short paragraph

ANSWERS

A candle clock was a candle with markings along its side which help measure time. As the candle was burning, the markings disappeared with the melting wax, indicating the passage of a specific period of time. Candle clocks were used indoors or when it was dark or cloudy, so people couldn't use sundials to tell time.

Descriptor:

- use the word in the list

- to complete the text

Total: 2 point

Descriptor:

- answer the question

Total: 2 point

Descriptor:

- collect information

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 4: Investigate and report on timekeeping devices/Science		Lesson 38
Teacher name:Khonturaeva G
Date: 03.12.2025
Grade: 11ARenewable energy sources.		Number present:	absent:
Lesson title	The history of timekeeping devices
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 11.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics
Lesson objectives	Learners will be able to: - recognize speaker’s intention conveyed in a listening task - identify and present comparing and contrasting ideas and cause/effect patterns
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Supportive and loving relationships are more likely to make you feel happy and satisfied
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

Ex:1 P:50

• Introduce key vocabulary from a text

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

Check Ss' comprehension around the class and explain/elicit the meaning of any unfamiliar words.

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

Pupils check these words in the word list or in your dictionary

ANSWERS

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

align (v): to bring sth into a line with sth else

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- talk about daily routines

Point 1

Descriptor:

- check these words

Total: 2 point

Middle of the lesson

Presentation part.

35 min

Ex:2 P: 50

• Prepare for a reading task

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

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

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

Ex:3 a P: 50

read for cohesion and coherence (missing sentences)

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

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

Check Ss answers around the class.

Ex:3 b P: 50

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

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

Pupils work in pairs. Write down three questions

ANSWERS

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

2 What special knowledge did people need to tell the time at night in ancient times?

3 Is it possible to see any ancient timekeeping devices?

•Pupils read the text and complete the gaps.

ANSWERS

1 C

4 A

5 D

6 B

•Pupils listen and check. Answer the question.

ANSWERS

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

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

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

Descriptor:

- work in pairs

- write down three questions

Total: 2 point

Descriptor:

- read the text and complete the gaps

Total: 2 point

Descriptor:

- listen and check. Answer the question.

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 4: Investigate and report on timekeeping devices/Science video		Lesson 39
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Vocabulary: Units of time
Learning objectives	11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 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
Lesson objectives	Learners will be able to: -deduce the relationships, opinions and arguments through analyzing the content - identify and present comparing and contrasting ideas and cause/effect patterns
Value links	The value based on the integrated educational program is to educate students for unity and solidarity To know the norms of behavior and to observe them understand the meaning
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

Ex:1 P:52

•Consolidate vocabulary from a text

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

Check Ss' answers around the class.

Ex:2 P: 52

• Consolidate vocabulary from a text

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

Check Ss' answers around the class

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

•Pupils fill the gaps.

ANSWERS

1 quest

2 leap

3 context

4 milestone

5 rotation

•Pupils fill the gaps.

ANSWERS

1 accurate

2 pinpoint

3 precise

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- fill the gaps

Total: 2 point

Descriptor:

- fill the gaps

Total: 2 point

Middle of the lesson

Presentation part.

35 min

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex:4 P: 52

Present and practise topic-related vocabulary

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

Check Ss' answers around the class.

Ex:5 P: 52

Present and practise vocabulary related to timekeeping devices

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

Check Ss' answers around the class.

Ex:6 P: 52

Present and practise topic-related vocabulary

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

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

Conclusion during the lesson some tasks differentiated by outcomes of the tudents and by their abilities.

•Pupils study the table and fill the gaps with the words.

ANSWERS

1 century

2 decade

3 fortnight

4 leap year

5 millennium

•Pupils label the pictures.

ANSWERS

1 digital clock

2 analogue clock

3 pendulum

4 minute hand

6 calendar

5 chronometer

•Pupils fill in the appropriate adjective

ANSWERS

1 bicentennial

3 Biennial

5 decennial

2 annual

4 momentary

Descriptor:

- study the table

- fill the gaps with the words

Total: 2 point

Descriptor:

- label the pictures.

- fill in the appropriate adjective

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 4: Investigate and report on timekeeping devices/Science		Lesson 40
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Collocations
Learning objectives	11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open -ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 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
Lesson objectives	Learners will be able to: - trace the development of information via the use of linking words to identify relevance, accuracy and flow - check their own and others’ writing to ensure that it communicates what they intended and improve the writing if needed
Value links	The value based on the integrated educational program is to educate students for unity and solidarity A learner is responsible not only for himself, but also for the entire team to be ready to be
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

Ex:9 P:53

• Present and practise collocations related to time

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

Check Ss' answers.

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

•Pupils fill in the correct word.

ANSWERS

1 waste

2 spend

3 pass

4 lose

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- talk about daily routines

Point 1

Descriptor:

- fill the correct word.

Total: 2 point

Middle of the lesson

Presentation part.

35 min

Ex:10 P: 53

• Present and practise idioms related to time

Explain the task and give Ss enough time to complete the gaps with the correct idiom.

Check Ss' answers

Ex:11 P: 53

• Present and practise phrasal verbs

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

Check Ss' answers.

Ex:12 P: 53

• Practise using prepositions

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

Check Ss' answers

Conclusion during the lesson some tasks differentiated by outcomes of the tudents and by their abilities.

Pupils fill the gaps. Explain the meaning of the idioms

ANSWERS

1 call it a day

2 eleventh hour

3 matter of time

4 better late than never

5 time flies

6 in good time

•Pupils fill the gaps, check in Appendix.

ANSWERS

1 into

2 aside

3 behind

4 in, out

•Pupils fill in the appropriate preposition.

ANSWERS

1 for

2 in

3 on

Descriptor:

- fill the gaps

- explain the meaning of the idioms

Total: 2 point

Descriptor:

- fill the gaps, check in Appendix

Total: 2 point

Descriptor:

- fill in the appropriate preposition

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 4: Investigate and report on timekeeping devices/Science		Lesson 41
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Use of English: The passive
Learning objectives	11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 11.6.7.1 use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials so far, lately, all my life, on a wide range of familiar general and curricular topics
Lesson objectives	Learners will be able to: -interact in conversations, develop ideas, make hypotheses, debate, analyze, evaluate, give feedback and react to it using relevant vocabulary - evaluate the use of facts and details in paragraphs and extended texts
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Effective communication with other people, mutual achieving goals based on help and support
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

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

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

Descriptor:

- talk about daily routines

Point 1

Middle of the lesson

Presentation part.

35 min

Ex:1 P:54

Present and practise the passive form

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

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

Monitor activity around the class and provide help if necessary.

Check Ss' answers.

Ex:2 P: 54

• Practise the passive form

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

Check Ss' answers.

Ask Ss to read the completed sentences again, paying attention to which sentences have an agent and which

Ex:3 P: 54

• Practise the passive with by/with Write the following sentences on the board: The trees were planted by the students. The trees were planted with a shovel. Elicit from Ss what the difference in meaning is between by and with when using the passive (i.e. by + agent shows who did an action while with + instrument/material/ ingredient shows what the agent used). Explain the task and give Ss time to complete it. Check Ss' answers around the class.

Ex:4 P: 54

• Practise using the passive form

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

Check Ss' answers.

Conclusion during the lesson some tasks differentiated by outcomes of the tudents and by their abilities.

•Pupils read the article and identify the passive forms.

ANSWERS

are based - present simple passive

were being used - past continuous passive

had been fascinated - past perfect passive

is regulated - present simple passive - present simple passive

•Pupils fill in the correct passive forms of the verbs

ANSWERS

1 was broken into (no agent)

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

3 were recovered (no agent)

4 are displayed (no agent)

5 was designed (agent: John L. Franklin)

•Pupils fill in by or with

ANSWERS

1 by

2 with

3 by

4 with

•Pupils put the verbs in the correct passive forms

ANSWERS

1 was built

2 is made

3 was designed

4 is located

5 to be stopped

6 was finished

7 has been regarded

8 is visited

Descriptor:

- read the article and identify the passive forms.

Total: 2 point

Descriptor:

- fill in the correct passive forms of the verbs

Total: 2 point

Descriptor:

- fill in by or with

Total: 2 point

Descriptor:

- put the verbs in the correct passive

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 4: Investigate and report on timekeeping devices/Science		Lesson 42
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Personal / Impersonal constructions Summative assessment for the unit «Investigate and report on timekeeping devices/Science video»
Learning objectives	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 11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 11.6.6.1 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics
Lesson objectives	Learners will be able to: -interact in conversations, develop ideas, make hypotheses, debate, analyze, evaluate, give feedback and react to it using relevant vocabulary - evaluate the use of facts and details in paragraphs and extended texts
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Contributing to the achievement of common goals, ability to work effectively in a team
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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 thequestion

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

Middle of the lesson

Presentation part.

35 min

Ex:5 P:55

Practise using the passive form with verbs which take two objects

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

Ex:6 P: 55

• Present personal and impersonal constructions

Direct Ss' attention to the theory box and read the examples.

Elicit from Ss how personal and impersonal constructions differ. Explain that verbs such as think, believe, say, report, know, expect, consider, understand, etc. are used in personal and impersonal constructions.

Refer Ss to the Grammar Reference section for more information.

Ex:7 P: 55

• Practise personal and impersonal constructions

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

Check Ss' answers

Summative assessment for the unit «Investigate and report on timekeeping devices/Science video»

•Pupils rewrite the sentences in the passive voice.

ANSWERS

1 was… awarded to him for his competition entry. was awarded a prize for his competition entry.

2 has….. been offered by the museum to the university. has been offered the collection of ancient

clepsydrae by the museum. will be given to them by the Society of Watch

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

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

•Pupils read the examples. Answer the questions.

ANSWERS

The two structures differ in form.

Impersonal structures: it + passive verb + that-clause Personal structures: subject + passive verb + to-infinitive

•Pupils write the sentences using personal and impersonal constructions.

ANSWERS

is expected to have been renovated by the end of the year.

that the clock tower will have been renovated by the end of the year

Descriptor:

- rewrite the sentences in the passive

Total: 2 point

Descriptor:

- read the examples

- answer the questions.

Total: 2 point

Descriptor:

- write the sentences using personal and impersonal

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 4: Investigate and report on timekeeping devices/Science		Lesson 43
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Skills: Presenting the information through the PPT
Learning objectives	11.2.6.1 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics. 11.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics.
Lesson objectives	Learners will be able to: -interact in conversations, develop ideas, make hypotheses, debate, analyze, evaluate, give feedback and react to it using relevant vocabulary - evaluate the use of facts and details in paragraphs and extended texts
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Teamwork skills are essential to your success at work, no matter your industry or job title.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

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

Descriptor:

- talk about daily routines

Point 1

Middle of the lesson

Presentation part.

35 min

Ex:1 P:56

Introduce the topic

Explain the task and ask the Ss to tick the characteristics that they find important and compare their answers with a partner.

Ask various Ss to tell the class.

Ex:2 P: 56

• Read for specific information (T/F statements)

Explain the task and give Ss enough time to read the text again and mark the statements as T (true), F (false) or DS (doesn't say).

Check Ss' answers.

Ex:3 P: 56

• Evaluate PPT slides

Explain the task and give Ss enough time to evaluate the PPT slides in pairs.

Monitor activity around the class, offering help if necessary.

Ask various Ss to tell the class.

•Pupils tick√ the characteristics that you find important. Compare with your partner.

ANSWERS

A: I think it's important to use visuals sparingly because if you use too many, they might distract from what you're saying.

B: That's a good point. I think it's important to keep things simple, otherwise your audience might become confused.

A: I agree. I didn't tick 'use a range of fonts and colours for variety' as I think it's best to stick to black and white on most occasions.

B: Yes, it looks more professional

•Pupils read the text again. Mark the statements,

ANSWERS

1 F ("Only include information that is essential!"))

2 T

3 DS

4 DS

5 T

6 F ("Ask friends for honest feedback

•Pupils in pairs evaluate the following PPt.

ANSWERS

A: I think that slide A is too busy. There's a large block of text and three pictures of the same thing. Also, it has no title or heading so the audience won't be able to understand what the speaker is talking about. Another thing that is confusing is the font type of the text. I don't think that people at the back of the room would be able to read it. B: Slide B has a heading, so it's really clear what it's about. It also includes one photo which is high- resolution and relevant to the topic. The template is simple but clear the information is concise and presented in bullet points. Overall it looks much more professional than slide A

Descriptor:

- tick√ the characteristics

- compare with your partner.

Total: 2 point

Descriptor:

- read the text again.

- mark the statements,

Total: 2 point

Descriptor:

- in pairs evaluate the following PPt

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 4: Investigate and report on timekeeping devices/Science		Lesson 44
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Listening
Learning objectives	11.4.6.1 - recognise the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics 11.5.7.1 - use independently appropriate layout at text level on a wide range of general and curricular topics.
Lesson objectives	Learners will be able to: -interact in conversations, develop ideas, make hypotheses, debate, analyze, evaluate, give feedback and react to it using relevant vocabulary - evaluate the use of facts and details in paragraphs and extended texts
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Teamwork skills are essential to your success at work, no matter your industry or job title.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

Ex:4 a P:57

• Introduce a listening activity

Explain the task and give Ss enough time to check the words in the Word List or a dictionary. Elicit Ss ideas about what they think the speaker will talk about.

Play the recording. Ss listen and check their answers.

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

•Pupils check these words in the Word List

ANSWERS

I think the speaker will talk about how to master the art of PowerPoint presentations

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- talk about daily routines

Point 1

Descriptor:

- check these words

Total: 2 point

Middle of the lesson

Presentation part.

35 min

Ex:4 b P: 57

Listen for specific information (note taking)

Explain the task and play the recording.

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

Check Ss' answers around the class.

Ex:5 P: 57

• Practise using cleft sentences and impersonal constructions

Explain the task and give Ss time to rewrite the sentences.

Check Ss' answers.

Ex:6 a P: 57

• Prepare for a speaking task

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

Check Ss answers around the class

•Pupils answer the question

ANSWERS

1 captured

2 five-by-five

3 bombard

4 whole presentation

5 large enough

6 relevant

7 right order

•Pupils rewrite the professor’s advice using a cleft sentence

ANSWERS

….easy to create a PPT presentation.

…..do is keep your PPT simple.

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

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

•Pupils read the dialogue between two students about a PPT.

ANSWERS

1 What's your opinion about ...?

2 What do you think about...?

3 I feel that...

4 What do you mean exactly?

5 It seems to me that

6 I suppose that's true.

Descriptor:

- answer the question

Total: 2 point

Descriptor:

- rewrite the professor’s advice

Total: 2 point

Descriptor:

-read the dialogue

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 4: Investigate and report on timekeeping devices/Science		Lesson 45
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Writing: A for and against essay
Learning objectives	11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.4.7.1 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics
Lesson objectives	Learners will be able to: -interact in conversations, develop ideas, make hypotheses, debate, analyze, evaluate, give feedback and react to it using relevant vocabulary - evaluate the use of facts and details in paragraphs and extended texts
Value links	the value based on the integrated educational program is to educate students for unity and solidarity Critically evaluate and correct your own behavior when interacting with other people
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

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

Descriptor:

- talk about daily routines

Point 1

Middle of the lesson

Presentation part.

35 min

Ex:1 P:58

Analyse a rubric

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

Check Ss' answers around the class.

Ex:2 a P: 58

Analyse a model text

Give Ss enough time to read the model and answer the questions.

Check Ss' answers around the class.

Ex:2b P: 58

Analyse a model text

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

Ask Ss to justify their answers.

Ex:3 P: 58

Practise using linkers

Explain the task and give Ss time to complete it.

Check Ss' answers around the class

Ex:4 P: 58

Practise using words/phrases

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

Check Ss answers around the

Conclusion during the lesson some tasks differentiated by outcomes of the tudents and by their abilities.

Pupils read the rubric and underline the key words. Answer the question.

ANSWERS

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

2 The essay should be written in a formal style.

3 The advantages and disadvantages of the topic should be discussed in separate paragraphs.

4 Each argument should be supported with justifications and examples.

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

•Pupils read the model. Identify which paragraph.

ANSWERS

1 C

2 D

3 B

4 A

•Pupils answer the question.

ANSWERS

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

•Pupils replace the words in bold in the model with phrases from the list.

ANSWERS

1 however

2 Although

3 Despite

4 As

5 This means

6 This due the fact

Descriptor:

- read the rubric

- underline the key words.

Total: 2 point

Descriptor:

- read the model

- identify which paragraph

Total: 2 point

Descriptor:

- answer the question.

Total: 2 point

Descriptor:

- replace the words in bold

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 4: Investigate and report on timekeeping devices/Science		Lesson 46
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	CLIL: History
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; 11.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics ; 11.4.7.1 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics
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
Value links	The value based on the integrated educational program is to educate students for unity and solidarity Ability to build positive relationships with others and contribute to public life
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

Ex:1 a P:60

Introduce the topic

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

Monitor the activity around the class.

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

Pupils decide in pairs. Answer the question.

ANSWERS

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

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

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- talk about daily routines

Point 1

Middle of the lesson

Presentation part.

35 min

Ex:1 b P: 60

Read and listen for specific information (T/F statements)

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

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

Check Ss' answers around the class.

Ex:2 P: 60

Consolidate information from the text

Ask Ss what three things they have learned from the text.

Elicit answers around the class.

Ex:3 P: 60

Expand on the topic and conduct further research; to develop presentation skills

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

Ask Ss to give a presentation 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 tudents and by their abilities.

Pupils read and listen to the text to find out.

ANSWERS

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

2 T 3 T 4 T

5 F (...Andronicus' Tower in Athens, Greece... Known as the Tower of the Winds

•Pupils say three things you have learnt from the text.

ANSWERS

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

Pupils in groups, collect information about timekeeping in ancient Greece and present it to the class.

ANSWERS

Timekeeping in Ancient Greece was quite approximate. As with most ancient civilisations, they primarily used sundials to tell the time during the day and later, they developed more sophisticated water clocks which helped them to keep the time without the sun.

Descriptor:

- decide in pairs

- answer the question.

Total: 2 point

Descriptor:

- read and listen to the text to find out

Total: 2 point

Descriptor:

- Tota say three things you have learnt from the text.

Total: 2 point

Descriptor:

- in groups, collect information about timekeeping

Total: 2 point

-Make CCQ questions Yes / No

Total: 10 point

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 4: Investigate and report on timekeeping devices/Science		Lesson 47
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Summative control work for the 2^nd term
Learning objectives	11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics 11.4.7.1 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics 11.5.7.1 - use independently appropriate layout at text level on a wide range of general and curricular topics.
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

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

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

Descriptor:

- talk about daily routines

Point 1

Middle of the lesson

Presentation part.

30 min

LISTENING

Task. Listen to different job applicants answering the same interview questions and complete the tasks below.CD3. Tapescript 2.

Task. Which applicant do you think gives the better answer to each question and why? Put tick opposite the name of the applicant who presents better answer and explain why their answers are better.

READING

Task. Read the passage.

WRITING

Task. Choose ONE of the topics and write

SPEAKING

Task. You will work in pairs. Discuss the questions provided in the cardsduring3-4 minutes.

Conclusion during the lesson some tasks differentiated by outcomes of the tudents and by their abilities.

•Pupils listen to different job applicants. Complete the tasks below

ANSWERS

• Pupils read the text.

ANSWERS

•Pupils choose ONE of the topics and write

ANSWERS

•Pupils work in pairs. Discuss the questions provided in the cardsduring

ANSWERS

Descriptor:

- listen to different

- 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

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

Short term plan: term 2

Unit 4: Investigate and report on timekeeping devices/Science		Lesson 48
Teacher name:
Date:
Grade: 11		Number present:	absent:
Lesson title	Progress check
Learning objectives	11.5.2.1 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately 11.6.7.1 use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials so far, lately, all my life, on a wide range of familiar general and curricular topics
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
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

5 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

Ex:1 P:61

Explain the the text and match the headings paragraphs

Check Ssanswers around class.

Ex:2 P: 61

Revise everyday English expressions

Explain the task and give Ss time to complete it.

Check Ss' answers.

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

Pupils read the text and match the heading to the paragraphs.

ANSWERS

.1 D 2 A 3 F 4 C 5 E

Pupils choose the correct response

ANSWERS

1 a

2 b

3 a

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Descriptor:

- read the text

- match the heading to the paragraphs.

Total: 2 point

Descriptor:

- choose the correct response

Total: 2 point

Middle of the lesson

Presentation part.

30 min

Ex:3 P: 61

Listen for specific information (T/F statements)

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

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

Ss listen and complete the task.

Check Ss' answers.

Ex:4 P: 62

Revise vocabulary from the module Explain the task and give Ss time to choose the. correct words.

Check Ss' answers

Ex:5 P: 62

Consolidate grammar from the module Explain the task and give Ss time to put the verbs into the correct passive form.

Check Ss answers.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils listen to a person describing Rathaus and mark the sentences

ANSWERS

1 F

3 T

4 T

5 F

•Pupils underline the correct item

ANSWERS

1 pinpoint

2 principles

3 era

4 quest

5 into

6 features

7 wasted

8 estimate

•Pupils put the verbs in brackets into the correct passive form

ANSWERS

1 is located

2 is being given

3 will be sent

4 was painted

5 has not been repaired

6 had been checked

7 will have been found

8 be handed

Descriptor:

- listen to a person

- mark the sentences

Total: 2 point

Descriptor:

- underline the correct item

Total: 2 point

Descriptor:

- put the verbs in brackets into the correct passive form

-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet

Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success

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Файл форматы:

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Шет тілі Сабақ жоспары 11 сынып

02.12.2025

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Жариялаған:

Хонтураева Гулбайра Икром кизи

Бұл материалды қолданушы жариялаған. Ustaz Tilegi ақпаратты жеткізуші ғана болып табылады. Жарияланған материалдың мазмұны мен авторлық құқық толықтай автордың жауапкершілігінде. Егер материал авторлық құқықты бұзады немесе сайттан алынуы тиіс деп есептесеңіз,
шағым қалдыра аласыз

LP Aspect 11 grade

LP Aspect 11 grade

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