Unit: 1 OUR WORLD

School:

Lesson 1

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Welcome back to school again! Diagnostic test

Learning objective (s) that this lesson is contributing to

• identification of levels for later work

• reinforcement of learning and pupil motivation

• identification of problem areas

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

7.1.9.1- use imagination to express thoughts, ideas, experiences and feelings

7.6.1.1- use some abstract nouns and complex noun phrases on a limited range of familiar general and curricular topics;

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Unit presentation

• Books closed. Tell students briefl y about the last party you

attended or organised, e.g.: Last Saturday it was my brother’s

birthday. We had a party for him. All his friends came and

everyone enjoyed themselves.

Background

The Dragon Dance is a traditional Chinese dance most often performed in festive celebrations. A team of dancers skillfully control a long and flexible figure of a dragon using poles attached on the dragon’s head and along the length of its body. The dragon is considered to be a river spirit, so the dance mimics its movement in the water. Chinese dragons are symbols of good luck in China and the dragon dance is often performed during Chinese New Year.

Practice

• At this point you revise the words celebrate and celebration.

• Ask students to think about the types of parties (big or small) that people organise and why, e.g. a birthday party, a wedding reception, a New Year’s Eve party, a carnival party.

• Ask students to open their books at page 4.

• Give them a moment to look at the photo and then ask them to describe it briefly.

• Put students into pairs to answer the three questions.

• Check answers with the class.

• Tell students that the themes of Unit 1 are organising and

enjoying different types of celebration around the world.

Suggested answers

• The people are probably watching or participating in a celebration.

• I think this celebration is probably Asian, possibly a Chinese

New Year celebration, because there’s a Chinese dragon.

• I’d like to join the celebration. I’d like to see how the dragon

moves

Diagnostic test

For identification of levels for later work, reinforcement of learning and pupil motivation, identification of problem areas students have diagnostic test.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1 OUR WORLD

School:

Lesson 2

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Celebrations

Learning objective (s) that this lesson is contributing to

8.1.3.1- respect differing points of view;

8.1.4.1- evaluate and respond constructively to feedback from others;

8.2.1.1- understand with little support the main points in extended talk on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn vocabulary to describe celebrations.

• listen to people talking about different types of celebration.

• talk about the celebrations they enjoy the most.

Some learners will be able to:

Success criteria

• Demonstrate respect to people’s opinions using lexical units of topic vocabulary

• Analyze given feedback; Form opinion and give constructive answers to feedback

Identify facts and details in extended talks with little support

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

• Books closed. Ask: What are the most important events in life?

• Elicit students’ ideas and put them on the board, e.g. births, important birthdays, weddings, leaving school, anniversaries, etc.

Background

Prom refers to a formal dance, usually one held to celebrate the

end of high school or college, to which students wear suits and

dresses. Proms have long been associated with American high

school culture, and feature prominently in fi lms and TV dramas from the USA.

Practice

1.02 Ask students to open their books at page 5.

• Put students into pairs to match the activities with the photos. Tell them that some expressions could describe both photos.

• Play the recording for students to listen and repeat the phrases.

• Check the answers, asking student to justify their choices.

Suggested answers

The carnival: set off fi reworks, make special food

The prom: give a present

Both: put up decorations, dress up for the occasion, play music, hold a contest, have a good time

Background

The Carnival of Cultures (or ‘Karneval der Kulturen’ in German) is a free festival which takes place in late May or early June in Berlin. It has taken place annually since 1966 and celebrates the cultural diversity of the German capital.

2 • Refer students to the gapped text about the Carnival

of Cultures.

• Ask students to read the text through once to get a general

idea of its content.

• Students should then work alone to complete the text with

the correct form of the phrases from Exercise 1.

• Check answers.

Answers

2 put up decorations 3 set off fi reworks

4 make special food 5 give a present 6 play music

7 has a good time

Background

The festival referred to in the recording in Exercise 3 is La Diada de Sant Jordi (literally, the day of St. George), with Sant Jordi being the patron saint of Catalonia. The tradition on this day is to celebrate love.

1.03 Tell students they are going to listen to two people talking about two different celebrations.

• Ask students to copy the table into their notebooks.

• Play the recording for students to complete the table with the information about the celebrations.

• Check answers.

Answers:

Juan:

Celebration: National Book Day

(April 23)

Activities: buy books and roses and give them as presents;

writing contests

Luana:

Celebration: birthday

Activities: have a cake and a party; make special food; dress

up; put up decorations

Optional activity

Optional activity

• Put students into pairs to talk about the things theylike and dislike doing when celebrating or organizing celebrations.

• Encourage students to use the phrases in Exercise 1, where possible e.g. I love giving people presents and putting up decorations, but I don’t like making

special food.

Your turn

4 • Refer students to the questions.

• Put students into pairs to ask and answer the questions.

• Ask some students to report back to the class on which festivals their partner celebrates and how he or she likes to celebrate them.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 122 and do the exercises for Celebrations.

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1 OUR WORLD

School:

Lesson 3

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: A magazine article. Prom or Morp

Learning objective (s) that this lesson is contributing to

8.2.2.1- understand with little support most specific information in extended talk on a limited range of general and curricular topics;

8.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics;

8.3.6.1- begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• read an article about proms and morps.

• learn verbs and prepositions.

• talk about school parties.

Some learners will be able to:

Success criteria

• Identify the main idea in extended talks with little support

• Identify details in a text with little support

Interact in a pair, group and a whole class work presenting

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

• Books closed. Ask: What’s the best party you’ve ever been to and why?

• Put students into pairs to ask and answer the question.

Background

See the Background note on page 39 above.

Practice

1 Ask students to open their books at page 6.

• Put students into pairs and ask them to look at the photos and describe the kind of celebrations the photos show. Students may say things such as: The celebrations must be formal because the teenagers are wearing dressed and suits. One of the boys is playing music and everyone is wearing T-shirts.

2 • Ask students to read the article to fi nd out what the

difference between a prom and a morp is.

• Check answers.

• Refer students to the information in the FACT! box.

You could then ask students why people in other countries seem so keen to copy aspects of American culture.

Answer

A morp is organised by the students, so it’s cheaper and

more informal.

3 • Refer students to headings 1–6.

• Ask students to read the article again.

• Students can then work alone to match the headings with the paragraphs.

• Help weaker students with this exercise by reminding

them that they should scan the article for key words, i.e.

they should either look for the actual words in the headings or related words.

• Check answers.

Answers

2 E 3 A 4 F 5 C 6 B

4 • Ask students to read the text again.

• Put students into pairs to decide which sentences are true and which false. Students should correct the false sentences.

• Check answers.

Answers

1 F (Prom night is also celebrated in the UK.)

2 T

3 T

4 T

5 F (Students can party all night and carry on the next day.)

6 F (The writer says it doesn’t matter if you like a prom or a morp.)

Explore

verbs and prepositions

5. • Refer students to the verbs in the box.

• Ask students to fi nd these verbs in the article (they are

highlighted in bold in the text) and to note down which

prepositions follow them. Point out that some of these verbs can be followed by more than one preposition (e.g. look at, work for), but that we’re only interested in the ones used in the text).

• Check answers.

Answers

recover from arrive at work with prepare for agree on

look forward to

6 • Read out the example sentence.

• Ask students to work alone to complete the remaining

sentences using the correct form of the verbs in Exercise 5.• Students can compare their answers in pairs before you check answers with the class as a whole.

• To extend the work on the vocabulary, you could ask

students to turn to the Vocabulary bank on page 122 and do the exercises for Explore verbs and prepositions.

Answers

2 work with 3 agree on 4 recover from 5 arrived at

6 prepared … for

Your turn

7 • Refer students to the example sentences.

• Put students into pairs to ask and answer the questions.

• Encourage stronger students to develop conversations beyond the questions on the page by asking one another questions that arise in the course of their discussion.

• Ask some students to report back to the class on what their partner said. If you have a multicultural class, take this opportunity to discuss with the class as a whole the different types of school-leaving party that are organised in the countries that the students are from.

You can show this video as either a lead-in or a follow-up to the Language Focus 1 lesson.

1. Let’s celebrate

• Ask: Do you have a favourite season? Why is it your favourite?

• Elicit student’s answers and then put students into pairs to ask and answer the questions.

• Play the video.

• Students watch it and say what they learn about seasonal festivals in the video.

• Then ask students which of the festivals in the video they would like to attend.

2. • See page 137 for further activities you can do with this video.

Homework

Set Exercises 1, 2, 3 and 4 on page 7 and

Exercises 5 and 6 on page 4 of the Workbook for

homework.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1 OUR WORLD

School:

Lesson 4

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Language focus 1 -ing forms

Learning objective (s) that this lesson is contributing to

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn about -ing forms

• design an ideal school-leaving party.

Some learners will be able to:

Success criteria

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

Books closed. Write the following on the board: I enjoy celebrate my birthday.

• Ask: What is wrong with the sentence?

• Elicit or introduce the correct sentence: I enjoy celebrating my birthday.

• Highlight the -ing part of the verb and tell students they are going to look at different ways the -ing form is used.

Practice

1 • Ask students to open their books at page 7.

• Tell students that the gapped sentences are from the text on page 6.

• Ask students to copy the sentences into their notebooks and complete them.

• Check answers.

• Students can then match the completed sentences with

the rules.

• For further information and additional exercises, students

can turn to page 114 of the Grammar reference section.

Answers

1 Teens have prom parties to celebrate leaving school.

2 Hiring DJs, organising food and reserving hotels can

often cost a fortune.

3 Students might agree on organising a Roman theme.

1 c 2 a 3 b

2 • Refer students to the verbs in the box and read out the

example sentence.

• Put students into pairs and ask them to complete the

remaining sentences using the -ing form of the verbs in

the box.

• When checking the answers to this exercise, ask students

to refer to the rules in Exercise 1 and explain why each –ing form is needed in sentences 2–8.

Answers

2 finishing 3 Being 4 spending 5 meeting

6 shopping 7 Having 8 Thinking

3 • Ask students to look back at the completed sentences in

Exercise 2. Students should decide if these sentences are

true for them. If they are not, they should rewrite them so

that they are.

• Put students into pairs to compare their ideas.

• Ask some students to report back to the class on what their

partner said.

4 • Read out the information in the Get it right! box.

Encourage students to learn verbs and phrases together.

Prepositions are often very different between languages

and so it is a good idea to learn verb and preposition

combinations as complete phrases. Refer students back

to the Explore Vocabulary section on page 6 to make

this point.

• Refer students to the sentence beginnings and the

example sentence.

• Ask students to work alone to complete the sentences so

that they are true for them. Point out that they must use the

-ing form of the verb.

• Put students into pairs to compare their ideas.

Fast finishers

Students can write additional sentences that are true for them using be interested in / don’t mind / spend money on and the -ing form of the verb. Collect and check the sentences.

Optional activity

Game

• Play Correct the sentence using -ing forms.

• See Games bank on pages 28–29.

Your turn

5 • Put students into small groups to organise their ideal schoolleaving party.

• Students decide whether the party will be formal or informal. They should also decide the following: where and when it will take place; the clothes people have to wear;

the food and drink that will be served; and the music and dancing that people will enjoy. Students can also give the party a particular name.

• Ask students to present their plan for a school-leaving party to the class. Tell the groups that they are trying to convince the others that their party is the best and so they should be as persuasive as they can be.

• The class can then decide which party sounds the most fun.

Homework

Set Exercises 1, 2, 3 and 4 on page 4 of the Workbook for homework.

Students could also ask their friends to describe in English their own ideal school-leaving party. Students can then share this information in small groups at the beginning of the next lesson.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1 OUR WORLD

School:

Lesson 5

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Listening. A travel Programme. Vocabulary. Descriptive adjectives

Learning objective (s) that this lesson is contributing to

8.2.2.1- understand with little support most specific information in extended talk on a limited range of general and curricular topics;

8.2.4.1- understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics

8.6.3.1 - use a growing variety of compound adjectives and adjectives as participles;

8.6.12.1- use comparative degree adverb structures with regular and irregular adverbs on a range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• listen to a travel programme.

• learn descriptive adjectives.

• invent a festival or special event.

Some learners will be able to:

Success criteria

• Identify facts and details in extended talks with little support

• Recognize the content of an extended conversation using some supporting information

• Apply the rule for compound adjectives and adjectives as participles in practice

• Apply regular and irregular adverbs and comparative degree structures accurately

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

• Books closed. Ask: Which is the best season in which to have

a festival? Why?

• Put students into pairs to answer the questions.

• Ask some students to report back to the class on what their partner said.

Background

The annual International Ice and Snow Sculpture Festival takes place in Harbin in north-east China. It starts in early January and lasts one month. Thousands of people help artists create enormous colourful sculptures of fi gures, animals and buildings.

The Battle of the Oranges food fi ght takes place every spring in the town of Ivrea in the north of Italy. The celebration is based on a medieval legend and involves teams throwing oranges at each other. It lasts three days.

The Monkey Buffet Festival is held in the Lopburi province of Thailand. The annual festival offers food and drink for thousands of monkeys in order to thank them for attracting tourists to the area.

Practice

1 Ask students to open their books at page 8.

• Put students into pairs to look at the photos and answer

the questions.

• Do not check answers at this point. Students will do that in Exercise 2 by listening to the recording.

2 1.04 Tell students they are going to listen to a travel

programme about the festivals in the photographs.

• Play the recording for students to check their answers to

Exercise 1.

Answers

a Harbin, in northern China – artists make sculptures

b Ivrea in Italy – people throw oranges at each other

c Lopburi in Thailand – people offer food to monkeys

3 1.04 Refer students to statements 1–8.

• Play the recording again for students to match the festivals with the statements.

• Students can compare their answers in pairs before you play the recording again for students to check their answers.

Answers

1 a 2 b 3 c 4 b 5 c 6 a 7 b 8 a

Descriptive adjectives

4 1.05 Read out the adjectives in the box. Drill the

pronunciation of these words.

• Put students into pairs to replace the words in bold in the sentences with the adjectives in the box.

• Check answers.

Answers

1 peaceful 2 crowded 3 atmospheric 4 colourful

5 stunning 6 traditional 7 scary 8 impressive

Language note

Descriptive adjectives refers to a class of adjectives, which give information about the quality of the noun being described, e.g. a blue car, an angry man or an expensive dress.

Your turn

5 • Ask students to work alone to think of a festival or a special event, such as the ones which feature in the recording of the travel programme.

• Give students a few minutes to make notes on their festival. They should give it a name, describe what happens, what people wear, eat and drink and how long the festival lasts.

• Monitor and help with vocabulary as necessary. Encourage students to use the adjectives from Exercise 4.

6 • Put students into small groups.

• Ask students to take it in turns to describe their festivals to each other. Students should attempt to persuade the rest of their group that theirs is the festival to attend.

• Once each student has had a turn, the group agrees on a festival to go to. You may want to suggest that each group nominated a chairperson, whose responsibility it will be to guide this discussion. The chairperson can then report back

to the class.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 122 and do the exercises for Descriptive adjectives.

Optional activity

• Put students into small groups. Students can use their smartphones to research the following British festivals:

1 Hogmanay in Scotland

2 The National Eisteddfod in Wales

3 The Edinburgh Festival

4 The Notting Hill Carnival

5 The Glastonbury music festival

• Give each group a different festival to research.

• Give students 5–10 minutes to fi nd out about the festival you have allotted them.

• Students then write a short report about their festivals (saying what it is, what happens and when it happens), which they can then present to the class.

Homework

Set Exercises 1, 2, 3 and 4 on page 5 of the Workbook for homework.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1 OUR WORLD

School:

Lesson 6

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Language focus 2 Infinitives

Learning objective (s) that this lesson is contributing to

8.6.3.1 - use a growing variety of compound adjectives and adjectives as participles;

8.6.5.1- use questions which include a variety of different tense on a range of familiar general and curricular topics;

8.6.12.1- use comparative degree adverb structures with regular and irregular adverbs on a range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn about the use of infinitives.

• learn when to use infinitives and when to use -ing forms.

• talk about the Anime and Gaming Convention.

Some learners will be able to:

Success criteria

• Apply the rule for infinitives in practice

• Differentiate between possessive and reflexive pronouns including mine, yours, ours, theirs, hers, his, myself, yourself, themselves

• Apply regular and irregular adverbs and comparative degree structures accurately

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

• Books closed. Write to be, to do, to go on the board.

• Elicit that these forms are known as infinitives.

• You could then ask students to write sentences with these infinitives.

Practice

1 • Ask students to open their books at page 9.

• Tell students that the example sentences are from the

listening on page 8.

• Put students into pairs to copy the sentences into their

notebooks and complete them with the verbs in the box.

• Check answers and then ask students to match the

sentences with the rules.

• For further information and additional exercises, students

can turn to page 114 of the Grammar reference section.

Answers

1 It’s best to see it in the dark.

2 Go ice-swimming if you really want to feel the cold.

3 If you decide to come and see the festival for yourself, bring warm clothes.

4 It’s great to watch them doing that.

a 1, 4 b 2, 3

2 • Refer students to the infi nitive form of the verbs in the box.

• Read out the example sentence.

• Ask students to work alone to complete the remaining

sentences.

• Students can compare answers in pairs before you check answers with the class as a whole.

Fast fi nishers

Students can write sentences about what they fi nd easy

to do and what they fi nd diffi cult to do. Collect and check students’ sentences.

Answers

2 to go 3 to do 4 to see 5 to have 6 to raise

7 to hold 8 to speak

Infi nitives vs. -ing forms

Background

Cosplay is a portmanteau word formed from a blend of the words costume and play. It refers to the art of practice of dressing up as characters from fi lms, books, TV shows or video games, and in particular science-fi ction characters as well as from the Japanese comic-book genres of animй and manga. It has become a signifi cant pop-cultural phenomenon over the last 20 years.

3 1.06 Elicit when the infi nitive is used and when the –ing form is used, e.g. infi nitives are used after adjectives, -ing forms after prepositions. It will help weaker students complete Exercise 3 if you put these ideas on the board for them to refer to.

• Choose the correct form of the verb in number 1 as an

example. Ask why to get is the correct choice (Answer:

the infi nitive is used after adjectives).

• Put students into pairs to complete the exercise.

• Encourage students to underline the word(s) before each gap. It will help students to focus on how the use of either the infi nitive or -ing form is dependent upon what goes immediately before it in the sentence.

• While checking answers, ask students to give reasons for their choice of one verb form over the other.

Answers

1 to get 2 reading 3 to go 4 buying 5 to see

6 gaming 7 Dressing up 8 looking 9 to go

10 booking

Say it right!

to and too

1 1.07 Write to and too on the board.

Tell students that they are going to learn the difference in pronunciation between to and too.

Play the recording for students to listen and repeat the sentences.

2 1.08 Play the recording. Students listen to the sentences and say how to and too are pronounced.

3 1.09 Play the recording for students to check their answers to Exercise 2 and repeat the sentences.

4 • Put students into pairs and ask them to practice saying the sentences in Exercise 2 with the correct pronunciation of to and too.

• Monitor to check that students are pronouncing the words correctly.

Your turn

4 • Put students into pairs to ask and answer the questions.

• Ask some students to report back to the class on what their partner said.

Homework

Set Exercises 1, 2, 3, 4, 5 and 6 on page 6 of the Workbook for homework.

You could also ask students to write a short dialogue between two people who are organising

a school-leaving party. Students should aim to include as many sentences with infi nitives and –ing forms as they can, e.g. Who do we want to invite? I’d like to dress up. We can’t have a party without music. Collect and check students’ work in the next lesson.

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1 OUR WORLD

School:

Lesson 7

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Video. A very Indian wedding

Learning objective (s) that this lesson is contributing to

8.2.2.1- understand with little support most specific information in extended talk on a limited range of general and curricular topics;

8.2.4.1- understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics

8.1.9.1- use imagination to express thoughts, ideas, experiences and feelings

8.4.7.1- recognize typical features at word, sentence and text level in a range of written genres

Lesson objectives

All learners will be able to:

Most learners will be able to:

• watch a video about an Indian wedding.

• talk about a traditional ceremony in their country.

Some learners will be able to:

Success criteria

• Identify facts and details in extended talks with little support

• Recognize the content of an extended conversation using some supporting information

• Convey fantasy ideas including emotions and senses

• Identify the correct form of a word, appropriate sentence structure and text layout

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

• Books closed. Write bride /brʌɪd/ and groom /gruːm/

on the board.

• Drill the pronunciation of the words and then ask students if they know what the words refer to (Answer: a bride is a woman on her wedding day; a groom is a man on his wedding day).

1 Ask students to open their books at page 10.

• Refer students to the photos and the words in the box.

• Put students into pairs to describe a wedding they have been to and say whether it was similar to the weddings in the photos. If two students in a pair have not been to a wedding, they could describe weddings they have seen in fi lms or TV dramas.

Practice

2 1.2 Play the video for students to note down the people

and things in the box in Exercise 1 appear.

• Check answers.

Answers

the clothes, the music, the couple, the decorations, the

ceremony, the guests, the other members of the family

3 1.2 Ask students to work alone to decide whether the six sentences are true or false.

• Students can compare answers in pairs before you play the video again for students to check their answers.

Fast fi nishers

Fast fi nishers may try to correct the false sentences.

Answers

1 F 2 T 3 F 4 F 5 T 6 F

4 Put students into pairs to answer the fi ve questions.

• This exercise is a test of students’ memory and some will do better at it than others. Help guide those students who struggle with this to the correct answers.

5 1.2 Play the recording again for students to check their

answers to Exercise 4.

Suggested answers

1 It’s a good sign. It means friendship between the bride

and her husband’s mother.

2 They set up the decorations, e.g. the fl owers.

3 The groom arrives on a white horse.

4 It’s a sign of her love.

5 To show that they will walk together today and for the

rest of their lives.

Your turn

6 • Put students into pairs and ask them to think of a traditional ceremony in their country to describe. They can look online for information about it using their smartphones.

• Ask students to answer the three questions.

• Ask some students to report back to the class on the ceremony they choose to describe. Encourage other members of the class to add to the description that is given.

Homework

Ask students to do this listening exercise on celebrations and complete the accompanying

exercises: http://learnenglishteens.britishcouncil.org/skills/ listening-skills-practice/celebrations

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1 OUR WORLD

School:

Lesson 8

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Coming of age Korean style

Learning objective (s) that this lesson is contributing to

8.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics;

8.4.7.1- recognize typical features at word, sentence and text level in a range of written genres;

8.4.8.1- use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding

8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• read an article about a coming-of-age celebration in Korea.

• learn words in context.

• talk about coming-of-age festivals in their country.

Some learners will be able to:

Success criteria

• Identify details in a text with little support

• Identify the correct form of a word, appropriate sentence structure and text layout

• Clarify the meaning of the word in a dictionary or other digital references

• Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

• Books closed. Write the stages of life on the board. Elicit or

introduce the different stages and write them on the board,

e.g. birth, infancy, childhood, adolescence, early adulthood,

middle age, old age, death.

• Ask students why we mark transitions between these stages of

our lives, e.g. in order to emphasise, in either a public or private

way, that going from one stage of life to another is important

and an occasion for celebration and refl ection.

Background

The phrase coming of age refers to the age or the occasion at which an individual is formally seen to become an adult. It is used

widely, in a number of contexts, to indicate a growth of maturity, e.g. The players who won the Under 20 World Cup with Italy are now coming of age. People who were young teens when Facebook fi rst appeared in 2004 are now coming of age.

1 Ask students to open their books at page 11.

• Refer students to the photos.

• Put students into pairs and ask them to answer the three

questions. Do not confi rm or reject students’ ideas at this

point. Student will check their answers in Exercise 2.

Practice

2 • Ask students to read the article to check their answers from

Exercise 1.

Suggested answers

These people are 20 or will be 20 before the end of the year.

They’re celebrating a coming-of-age day. They are wearing

traditional clothes and are bowing to their parents out of

respect.

3 • Refer students to sentences 1–6.

• Ask students to read the article again and then put them in

pairs to choose the correct options in each of the sentences.

• Check answers.

• Read out the information in the FACT! box. You could then

ask students what they think of the idea, prevalent in what

we call the West, that 18 marks the beginning of adulthood.

Is that age correct? Should it be older or younger?

Answers

1 has 2 watch and take part in 3 similar

4 both serious and fun 5 can 6 losing popularity

Optional activity

• Ask: Why do you think we feel the need to celebrate particular events or days in our lives?

• Put students into small groups to discuss their responses to this question. Ideas could include the following: to get together with friends and family; to mark special moments in life; to create memories.

• Ask one student from each group to report back to the class on the discussion their group had.

Explore

words in context

4

• Refer students to the highlighted words in the article and

then ask them to match those words with the defi nitions

in 1–8.

• Students can compare their answers in pairs before you

check answers with the class as a whole.

• Check that students are able to pronounce the words,

particularly aware /əˈweə/, pledge /pledʒ/ and unique

/juːˈniːk/.

Answers

1 well-liked 2 become aware of 3 snaps 4 bow

5 fears 6 unique 7 pledge 8 signifi es

Your turn

5 • Refer students to the fi ve questions.

• Give students time to read through and think about the

questions. Help weaker students by allowing them to

make some notes.

• Put students into pairs to ask and answer the questions.

Optional activity

• Refer students to the fi nal paragraph of the article,

which says that there are fears that the traditional

coming-of-age day festival is being lost in Korea.

• Ask students if the loss of traditions is something to be

sad about or whether we should accept that as cultures

develop over time it is perhaps unwise to attempt to

preserve everything from the past.

• Put students into small groups and ask them to discuss

whether we should do things as we have always done

them or should feel free to change them and adapt to

new circumstances.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1 OUR WORLD

School:

Lesson 9

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Offers and requests

Learning objective (s) that this lesson is contributing to

8.2.3.1- understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics;

8.2.7.1- recognize typical features at word, sentence and text level of a growing range of spoken genres;

8.3.6.1- begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;

8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• watch teenagers taking about the worst party they have ever been to.

• listen to teenagers organising a birthday party.

• practise offering to do something and making requests.

Some learners will be able to:

Success criteria

• Identify facts and details in extended talks with little support

• Recognize the content of an extended conversation using some supporting information

• Interact in a pair, group and a whole class work presenting

• Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

Books closed. Tell students about the worst party you have ever

been to. It doesn’t matter if you’ve never been to a bad one, all you need do is establish the idea, e.g. It was my sister’s 21^st birthday party. Oh, it was awful! We were all in the garden. It started to rain. The tent blew over, all the food was washed away and my sister fell over and broke her arm!

Real talk: What’s the worst party you’ve ever

been to?

1 1.3 Ask students to open their books at page 12.

• Tell students they are going to watch some teenagers answering the question: What’s the

worst party you’ve ever been to?

• Tell students that they are going to match the teenagers in the video with the reasons in the list.

• Play the video.

• Students work alone to complete the exercise.

• Check answers.

Answers

Speaker 1: d Speaker 2: c Speaker 3: b Speaker 4: f

Speaker 5: a Speaker 6: e

Practice

2 • Put students into pairs to ask and answer the question.

• Ask some students to report back to the class on their partner.

3 1.09 Tell students they are going to listen to Helen talking to Andy.

• Read out the question.

• Play the recording.

• Students listen and answer the question.

• Check answer.

Answer

organise the music and food

4 • Refer students to the phrases in the Useful language box.

• Ask students to work alone to complete the conversation using the phrases.

5 1.09 Play the recording again for students to check their

answers.

Answers

2 Shall I lend you 3 could I borrow 4 Can I help you

5 Could you ask 6 would you come

6 Ask students to work in pairs to act out the conversationin Exercise 4.

• Students can act out the conversation twice, taking a

different part each time.

7 Ask students to say whether the speaker in each case is

offering to do something or making a request.

• Put students into pairs and ask them to take it in turns to

say and respond to sentences 1–5.

Answers

2 request 3 offer 4 offer 5 request

8 Refer students to the two situations.

• Put students into pairs.

• Give students some time to plan what they want to say.

• Students then act out their conversations using the two

situations.

• Monitor while students are practising their conversations.

Check that they are using the phrases from the Useful

language box.

Homework

For homework students can read about a party and complete the exercises: http://learnenglishteens.britishcouncil.org/skills/

reading-skills-practice/facebook-party-became-riot

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1 OUR WORLD

School:

Lesson 10

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Writing a description

Learning objective (s) that this lesson is contributing to

8.5.1.1 - plan, write, edit and proofread work at text level with some support on a range of general and curricular topics;

8.5.3.1- write with moderate grammatical accuracy on a limited range of familiar general and curricular topics;

8.5.9.1- punctuate written work at text level on a growing range of familiar general and curricular topics with some accuracy punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy

Lesson objectives

All learners will be able to:

Most learners will be able to:

• read a description of a family party.

• learn about the use of so and too with adjectives.

• write a description of a celebration.

Some learners will be able to:

Success criteria

• Plan, write, edit and proofread work at text level

• Use punctuation marks correctly

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

Warm-up

• Books closed. Write family celebrations on the board.

• Put students into pairs and ask them to tell each other about the last big celebration their family organised. Students should answer the following questions: What did the celebration mark?

(e.g. a birthday, an anniversary) What did you do during the party? How many people came? What was the best part of the party?

• Ask some students to report back to the class on what their partner said.

Practice

1 • Ask students to open their books at page 13.

• Refer students to the photo and then ask them to read Isabella’s description and answer the question.

• Check answer.

Answer

her grandparents’ 70th birthdays

2 • Refer students to the fi ve questions.

• Ask students to read the description again.

• Put students into pairs to answer the fi ve questions.

Encourage students to make a note of which part of the

description gave them their answers.

• Check answers.

Answers

1 Her grandparents were 70 last July.

2 It was in their garden.

3 They hired a big tent, made some food, and put up the decorations.

4 They had lunch and watched a fi lm of her grandparents’ lives. Her little brother played Happy Birthday on his

guitar and everyone sang. Later they danced.

5 Yes, it was amazing.

Optional activity

• Put students into pairs and ask them to look again at Isabella’s description of the birthday party that was held for her grandparents.

• Students should say what they think of the party: Is it the type of party they would be happy to go to? Is there anything about the events that were organized that they would have changed?

3 • Read out the information in the Useful language box about the difference between the meaning of so and too when those words are put before adjectives.

• Ask students to work alone to fi nd two further examples of so + adjective and too + adjective in the description in Exercise 1.

• You could also remind students that so can be used to link sentences together and that an example of this can be seen in the fi rst sentence of the text in Exercise 1: … and last July they were seventy, so we had a party with family. Tell students that we are not interested in this use of so here.

• Check answers.

Answers

The food was so delicious.

He was so nervous …

It was in their garden, because their house is too small …

I wanted to dance all night but I was too tired.

4 • Read out the example.

• Ask students to work alone to complete the sentences using so or too and the adjectives in the box.

• Students can compare their answers with a partner.

• Check answers.

Answers

2 so exciting 3 too slow 4 so cheap 5 so incredible

6 too expensive

Optional activity

Optional activity

• Ask students to to work in pairs and have text message conversations using so + adjective and too + adjective e.g. Student A: Would you like to buy the new iPad?

Student B: Yes, but they are too expensive!

• Put students into pairs and ask them to compare their sentences.

Get Writing

PLAN

5 • Students should do their planning in class. The writing can either be done in class or at home.

• Tell students they are going to write a description of a celebration.

• Refer students back to the questions in Exercise 2 and then ask them to work alone to make notes on the celebration they are going to write about.

WRITE

6 • Tell students to use the example description as a model to follow.

• Give students ten minutes to complete the writing task. Students should write between 140 and 160 words.

• Monitor while students are writing. Help with grammar and vocabulary as necessary.

CHECK

7 • Tell students that it is very important that they check their writing in order to look for ways to improve its content, style and structure.

• Give students a few minutes to look through their descriptions and check them against the points here.

• Collect students’ descriptions and mark them.

Homework

Set Exercises 1, 2, 3, 4 and 5 on page 8 and Exercises 6, 7, 8, 9, 10 and 11 on page 9 of the Workbook for homework.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: 1 OUR WORLD

School:

Lesson 11

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: CLIL. History 4th July celebration, USA

Learning objective (s) that this lesson is contributing to

8.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics;

8.4.8.1- use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding

8.1.8.1- develop intercultural awareness through reading and discussion;

8.1.9.1- use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn about Independence Day in the USA.

• talk about re-enacting historical events.

Some learners will be able to:

Success criteria

• Identify details in a text with little support

• Clarify the meaning of the word in a dictionary or other digital references

• Raise awareness about cultural diversity through reading and discussion

• Convey fantasy ideas including emotions and senses

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

Warm-up

• Books closed. Write the USA on the board.

• Give students a minute to write down everything that comes

to mind when they think of the United States of America,

e.g. places, people, its history, etc.

• Put students into small groups and ask them to compare the

ideas they wrote down.

Background

A pilgrim is a person who goes to a place that is sacred to them

due to the beliefs they hold.

The Pilgrim Fathers is the name given to a group that fl ed

religious persecution in England and went on to found the colony

of Plymouth in the north-east of the United States in 1620

Practice

1 Ask students to open their books at page 14.

• Refer students to the timeline for early American history.

• Put students into pairs to answer the questions.

• Check answers, focusing in particular on any other events of early American history that students know something about.

2. 1.10 Ask students to read the travel guide.

• Read out the two questions.

• Elicit the answers to the questions.

Answers

The Declaration of Independence was signed on this day

in 1776.

The Declaration of Independence is read out by actors in

typical 18th century clothes.

Optional activity

Ask students to use their smartphones to access online

maps of the 13 British colonies along the east coast of what

is now the USA.

3 • Give students time to read the four questions.

• Ask students to read the travel guide again and answer the questions.

• Students can then compare answers in pairs before you

check answers with the class.

Answers

1 1776 2 Great Britain 3 1783

4 life, liberty and the pursuit of happiness

Optional activity

• Draw students’ attention to the most famous phrases from the American Declaration of Independence, which are referred to in the fi nal paragraph of the text in Exercise 2.

• Check that students understand that the verb pursue /pəˈsjuː/ means, in this context, try to get or achieve something.

• Ask: What does it mean that people have the right to ‘life, liberty and the pursuit of happiness’? What do you think ‘pursuing happiness’ actually means? How can people ‘pursue happiness’?

• Either discuss these questions with the class or put students into groups to discuss them.

Your turn

4 • Read out the three questions.

• Put students into pairs to answer the questions. Encourage

students to use these questions as a means of developing a

conversation about the idea of re-enacting history

1.4 Reliving history

See page 143 for activities you can do with this video.

Answers

• The American Civil War.

• To look real.

• Yes, they play the role of soldiers in re-enactment battles.

Homework

For homework, ask students to research one event

in American history. This event can be from the

recent or the distant past. Students can share

information with a partner at the beginning of the

next lesson.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: 1 OUR WORLD

School:

Lesson 12

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Extra reading. The festival of Nauryz

Learning objective (s) that this lesson is contributing to

8.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics;

8.4.7.1- recognize typical features at word, sentence and text level in a range of written genres;

8.4.8.1- use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding

Lesson objectives

All learners will be able to:

Most learners will be able to:

• read a text about the festival of Nauryz.

• answer comprehension questions about the text.

• talk about other important festivals in Kazakhstan

Some learners will be able to:

Success criteria

• Identify details in a text with little support

• Identify the correct form of a word, appropriate sentence structure and text layout

• Clarify the meaning of the word in a dictionary or other digital references

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

Warm-up

• Note: in the previous lesson, ask students to bring at least one

photo of their family and/or friends celebrating a national festival or holiday.

• Books closed. Put students in groups and ask them to take turns

to show their photo and talk about it. If they haven’t brought a photo, ask them to share a story or a memory they have.

• Invite a student in each group to report what they talked about.

Write any festivals or holidays students mention on the board.

Background

The Kazakhs celebrate various festivals and national holidays

throughout the year. The text is about one of the most well known festivals called ‘Nauryz’. Other important events are the Day of Languages of the Peoples of Kazakhstan, Kazakhstan People’s Unity Day, Independence Day, the Chabana festival, the Khan Tengri Mountain festival, etc.

Practice

1 • Students open their books at page 15 and look at the two photographs. Ask students to describe the activity in each photograph and say whether they have ever worn traditional outfits.

• Read out the questions and give students a minute or so tothink about their answer. Encourage them to make notes.

Allow weaker students to write out their answers in full sentences. Monitor and help as necessary.

• In pairs, students take turns answering the questions. Encourage them to note down the important information while they listen to their partner.

• As a follow-up, put students in different pairs to explain similarities and differences they have with their previous partner.

Answers

Students’ own answers

2 • Explain that students are going to read about the festival of Nauryz. Put students in pairs or small groups and ask them

to brainstorm five words or phrases they think they will encounter in the text.

• Ask students to share their ideas in class and note down the words or phrases on the board.

• Then, give students a minute to skim read the text and find out if they were right. Were their words and phrases included in the text?

• Nominate students to read out a question. Then, give students four minutes or so to find the answers in the text.Encourage them to underline the relevant parts of the text.

• Alternatively, ask stronger students to read the first three paragraphs (about celebrations in the past) and answer questions 1–3. Weaker students can read the last paragraph (about celebrations today) and answer questions 4–6.

• Put students in pairs. They take turns to ask their partner a question and answer one using language from the text and their own ideas. Monitor and make a note of any language problems or good use of language to go over with the class.

• Check answers with the whole class. Check students’ understanding of owe, pay back, rise, unity.

Suggested answers

1 Nauryz celebrates the arrival of spring.

2 They cleaned their homes; paid back money they owed;

made friends with old enemies; filled cups and bowls with milk, yoghurt, grain and water.

3 They cleaned the village spring and planted trees.

They also wore bright costumes, sang, danced and

played games. At the end of the day, they had song

competitions.

4 They take the day off from work or school, and have a

big meal with family and friends.

5 There are parades, concerts and dance performances.

6 Pupils have Nauryz parties at school. They perform songsand dances wearing traditional Kazakh clothes.

3 • Students make notes about their last Nauryz celebration, focusing on the areas listed. If they do not celebrate Nauryz, they can choose a different festival or celebration. Encourage students to think of as many details as they can, especially anything not mentioned in the text.

4 • Students use their notes to write a 100–150 word passage on their past celebration. Remind students that they will need to use past tenses, including the past simple.

• If necessary, you could make a list of time and sequencing words on the board to help students organise their ideas: in the morning, in the afternoon, in the evening, first, then/ next, before, after, etc.

• You could ask a few students to read their texts to the class.

Optional activity

• Draw the table below on the board. For ‘other festival’, choose one of the festivals from the unit, e.g. American Independence Day.

• Elicit ideas from the students as to any similarities between the celebrations of Nauryz and Independence Day, e.g. people wear outfits/costumes. Then discuss differences between the celebrations, e.g. Nauryz is in March whereas Independece Day is in July. (You could point out the use of whereas to contrast information.)

• Ask students to choose two different festivals or holidays (ideally one should be Kazakh and the other from a different country). Give them a few minutes to make notes in their notebooks.

• Put students in pairs to explain the similarities and differences between the two festivals/holidays they chose.

Homework

For homework, students can choose a different Kazakh holiday or festival and write a similar text to the one on page 15. It can be shorter (around 100 words), but encourage students to write about both past and present celebrations. Prompt them to

ask their family about how people used to celebrate this holiday or festival.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?