Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

Ask about the weather.

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

Warm-up

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Sheets of peppers

Pictures of to be

https://images.app.goo.gl/KxtJCQ4958gDiTUWA

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1a P: 124

Ask Ss the questions and initiate a class

discussion.

Learners discussthe questions and initiate

Answers:

To be honest, I believe that everyone

has good luck and bad luck. Ofcourse,

when something good happens I feel lucky, and when something bad happens I think it’s because of bad luck. However, for me, luck is something we create ourselves. I just try to be optimistic, and whenever I do that, everything seems better

Descriptor:

- discussthe questions

Total: 1 point

https://yandex.kz/images/search?from=tabbar&text=pictures%20of%20hobbies

Ex: 1b P: 124

Ask them to tell you what they think

the text will be about. Accept all logical answers, but do not correct Ss at this stage.

Have Ss read the text quickly and choose the best title. Ask them to justify their answer. Encourage them to understand the general meaning of the article and find the most appropriate title.

Students read a newspaper article about success in business and choose the most suitable title.

Answers:

A

Descriptor:

- read a newspaper article

- choose the most suitable title

Total: 1 point

Worksheets

Ex: 1c P: 126

Read the TIP aloud and explain it.

Have Ss do the activity.

Check the answers with the class.Encourage Ss to justify their answers.

Students read again and answer the questions. Choose a, b, c or d.

Answers:

1. c

2. c

3. d

4. b

5. d

Descriptor:

- read again

- answer the questions

Total: 1 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

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 Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

Ask about the weather.

Warm-up

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

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

https://images.app.goo.gl/KxtJCQ4958gDiTUWA

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex: 1a P: 127

Draw Ss’ attention to the examples and

ask them the questions 1-3.

Elicit answers.

Learners look at the examples and answer the questions.

Answers:

1 The words disappointing and shy are adjectives and are used to describe the nouns seminar and woman respectively

2 Adverbs can be found before the subject, between the subject and the verb, after the verb be and at the end of a clause.

3 The function of the words rather and very is to emphasise the meaning of the adjective shy and the adverb well respectively. Other such words include pretty, fairly, quite and extremely

Descriptor:

- look at the examples

- answer the questions

Total: 1 point

https://yandex.kz/images/search?from=tabbar&text=pictures%20of%20hobbies

Ex: 1b P: 127

Draw Ss’ attention to the activity. Explain

to Ss that when an adjective comes after a

linking verb, there are a number of patterns

that can follow the adjective.

Before you have Ss do the activity, write the

following on the board to explain to Ss what

a linking verb is: She looks great!

Explain to Ss that the verb look is the

linking verb and it connects the subject of

a sentence (She) to the part of the sentence

that tells us what the subject does or is,

withoutexpressinganaction.

Students match sentences 1-4 with the adjective patterns a-d.

Answers:

1. c 2. A 3. d 4. b

Self -assessment

Descriptor:

- match sentences

- use the adjective patterns

Total: 1 point

Worksheets

Ex: 1c P: 127

Draw Ss’ attention to the activity, and explain

what they have to do. Point out to Ss that

there may be sentences with no mistakes.

In order to help Ss, ask them the following:

Which of the following is correct?

They behaved good. orThey behaved well.

Elicit the answer: They behaved well.

Then write the following sentences on the

board:

I seldom watch science fiction films. I watch seldom science fiction films.

Ask Ss: Which sentence is the correct one

and why?

Elicit answers (I seldom watch science

fiction films. It’s the correct sentence

because adverbs of frequency usually go

beforetheverb.)

Students read the sentences and correct the mistake(s). There may be sentences

withno mistakes.

Answers:

1. newly built factory – the adverb

newly is used with a past participle,

in this case built, or an adjective.

2. ✔(sat quietly – adverbs of manner,

such as quietly, modify the verb that

precedes them / hardly said a word –

adverbs of degree (hardly) are used

to qualify a statement.

3. • I’m fully aware – in this case the

adverb of degree fully is placed after

the verb ‘be’ + aware + that

• to act irresponsibly – adverbs of

manner, such as irresponsibly, modify

the verb that precedes them

4. • appear calm – the word calm serves

as an adjective and describes the

person’s appearance not the manner

in which he did something

✓rather a difficult – there are two acceptable forms (quite/rather + a / an + adjective + noun OR a quite/ rather + adjective + noun)

5. ✔

6. • busy reading

• delicious cakes

7. ✔(monthly is an adjective)

8. speaks to everyone in a friendly

manner / way – special case –lyform

is an adjective not an adverb. We use

the adverbial phrase in a … way /

manner to describe the way in which

something is done.

9. foolish + to or –ing

Descriptor:

- read the sentences

- correct the mistake

Total: 1 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

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 Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

Ask about the weather.

Warm-up

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

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

https://images.app.goo.gl/KxtJCQ4958gDiTUWA

Middle

35 min

Ex: 1d P: 128

Ask Ss to read the sentences, paying

attention to the words in blue. Ask them

the question in the rubric.

Elicit answers.

Refer Ss to the Grammar Reference in the

Workbookforfurtherexplanations.

Students read the sentences below, paying attention to the words in

blue. What do you notice about these two words?

Answers:

They are both adverbs but have different meanings

(late= not early, lately = recently).

Descriptor:

- read the sentences

- usethe words in blue

Total: 1 point

Ex: 1e P: 128

Have Ss do the activity.

Check the answers with the class.

Students circle the correct options.

Answers:

1. freely

2. lastly

3. shortly

4. wide

5. high

6. nearly

Descriptor:

- circle the correct options

Total: 1 point

Ex: 1f P: 129

Write the adjectives cold and freezing on

the board.

Ask Ss:

Can I say ‘It’s very cold’? (yes) Can I say ‘It’s very freezing’? (no)

Explain to Ss that adjectives like cold are

gradable, which means that they describe

qualities that can have different degrees

and can be made weaker or stronger

when combined with an adverb.

Then explain to them that adjectives like

freezing are non-gradable, which means that

they describe absolute or extreme qualities

that cannot be graded because they already

contain the idea of ‘very’ in their definitions

(‘freezing’ means ‘verycold’)

Students read the note and do the activities on the next page.

Answers:

1.

1. e

2. c

3. a

4. b

5. h

6. d

7. f

8. g

2.

1. ancient: NG - old: G

2. furious: NG - angry: G

3. gorgeous: NG - attractive: G

4. freezing: NG - cold: G

5. exhausted: NG - tired: G

6. hilarious: NG - funny: G

7. overjoyed: NG - happy: G

8. terrified: NG - scared: G

Descriptor:

- read the note and do

Total: 1 point

Ex: 1g P: 129

Have Ss do the activity.

Check the answers with the class.

Students complete the sentences below with the words in the boxes. How does

the meaning of the adjectives change when they are used as gradable or

non-gradable adjectives?

Answers:

1. a. extremely old (really old)

b. old (previous)

2. a. very original (innovative, creative)

b. original (initial, first)

3. a. full (first name and surname)

b. completely full (there isn’t any

space left)

4. a. late (sb who died recently)

b. late (last years of a decade)

c. quite late (late in the day)

Descriptor:

- complete the sentences

- usethe words in the boxes

Total: 1 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

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 Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

Ask about the weather.

Warm-up

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

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

https://images.app.goo.gl/KxtJCQ4958gDiTUWA

Middle

35 min

Ex: 1a P: 130

Ask Ss to read through the first set of

sentences (1-8) and the words in the box

next to the heading WORK and check

their understanding.

Have Ss complete the sentences 1-8.

Check the answers with the class.

If necessary, provide Ss with any further

explanations.

Follow the same procedure with sentences 9-13

Students complete the sentences with the correct form of the words in the boxes.

Answers:

1. profession

2. work

3. occupation

4. career

5. employment

6. position

7. job

8. duties

9. pension

10. profits

11. wage

12. income

13. salary

Descriptor:

- complete the sentences

- use the words in the boxes.

Total: 1 point

Ex: 1b P: 131

Have Ss read the article and draw Ss’

attention to the words and phrases in

bold.

Ask Ss to tell you what the article is about

(a news article about a department store

that is going to let 50 employees go or

the company may go bankrupt).

Have Ss read through definitions 1-9 and

check their understanding.

Have Ss do the activity.

Check the answers with the class

Students read the article and match the words/phrases in bold with the definitions

Answers:

1. work experience

2. unemployed

3. go bankrupt

4. get fired

5. make ends meet

6. on strike

7. bonus

8. jobcuts

9. firm

Descriptor:

-read the article

- match the words/phrases in bold

Total: 1 point

Ex: 1c P: 129

Ask Ss to read through the sentences and

check their understanding.

Draw Ss’ attention to the words/phrases in

the box.

Have Ss do the activity.

Check the answers with the class and, if

necessary, provide Ss with any further

explanations.

Studentscomplete the sentences with the correct form of the words/phrases in thebox to form collocations with the word business.

Answers:

1. go into

2. does

3. been in

4. set up

5. wentoutof

6. expanded

7. running

Descriptor:

- complete the sentences

- use the words/phrases in the box to form collocations

Total: 1 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

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 Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

Ask about the weather.

Warm-up

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

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases

https://images.app.goo.gl/KxtJCQ4958gDiTUWA

Middle

35 min

Ex: 1a P: 132

Ask Ss the question and elicit answers.

Explain to Ss that there are a lot of

abbreviations for top leadership positions,

which consist of the words Chief and

Officer.

Write the following on the board and haveSs guess their meaning: CEO CFO CTO

You can use the Background knowledgebox to provide Ss with further

information.

Students discuss about the meaning: CEO CFO CTO

Answers:

A Chief Happiness Officer (CHO) is the highest-ranking executive in a company or an organisation responsible for keeping the employees satisfied and happy. A Chief Executive Officer (CEO) is the highest-ranking executive or director in charge of the total management of a company or an organisation. A ChiefFinancialOfficer (CFO)

is the highest-ranking executive responsible for managing the finances of a company or an organisation. He/ She is also responsible for the financial planning of the company.

A Chief Technology Officer (CTO) is the highest-ranking executive in a company or an organisation responsible for scientific or technological issues.

Descriptor:

- guess their meaning: CEO CFO CTO

Total: 1 point

Ex: 1b P: 132

Play the recording and have Ss answer thequestion in the rubric.

Check the answers with the class

Students listen to the first part of an interview with Nelly Fishbinder, the CHO at Techola, a design company. What is she talking about?

Answers:

She is explaining the role of a Chief Happiness Officer

Descriptor:

-listen to the first part

- answer the

question in the rubric.

Total: 1 point

Ex: 1c P: 132

Ask Ss to read through the sentences andmake sure they do not have any unknownwords.

Play the first part of the interview and

haveSs do the activity.

Check the answers with the class.

Studentsnow listen again to the first part of the interview. Write T for True, F for

False or NM for Not Mentioned

Answers:

1. T 2. F 3. NM

Descriptor:

- listen again to the first part

- write T for True, F for

Total: 1 point

Ex: 1d P: 132

Ask Ss to read through the statementsand check their understanding.

Play the second part of the interview andhave Ss do the activity.

Check the answers with the class

Studentslisten to the second part of the interview. Which four statements are

true according to what you heard?

Answers:

The following statements are true:

3, 4, 6, 8

Descriptor:

- listen to the second part

- answer the question

Total: 1 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

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 Ladder

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whale class, Individually)

Ask about the weather.

Warm-up

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

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

https://images.app.goo.gl/KxtJCQ4958gDiTUWA

Middle

35 min

Ex: 1a P: 133

Ask Ss the questions and initiate a class discussion.

In order to help Ss answer the question in the first bullet point, you can write the following on the board: the prices, thesales staff / the customer service, theatmosphere, the quality of the products,the variety of the products.

Students discuss

Answers:

Student’s own answer

Descriptor:

- answer the question

Total: 1 point

Ex: 1b P: 133

Divide Ss into pairs, and draw their

attention to the pictures.

Read the rubric aloud, and make sure Ss understand everything.

Tell Ss that they can also suggest their own ideas, apart from the ones in the pictures.

This will challenge higher-performing Ss.

Get Ss to do the activity and go round the class helping them when necessary. Have several pairs present their decisions in class, and provide constructive feedback.

Students talk in pairs. Imagine that you and a friend run a small business. Below are various techniques to improve customer service. First, talk to each other about the benefits of each one. Then decide which two you consider to be the

mosteffective.

Answers:

A: There are various ways we could improve customer service. For example, calling someone by their first name is a good way to make customers feel valued, and it doesn’t cost a thing.

B: I agree, but at what point do you think it’s acceptable to ask a customer their name? Some people might not want it to be so personal. I think it’s a great idea, depending on how friendly the customer wants to be. It’sdefinitely a goodideaforregularcustomers

Descriptor:

-talk in pairs

- decide which twoyou consider

Total: 1 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

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 Ladder