Unit: 8

Self - expression and options for future careers

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

A successful career

Learning objective (s)

11.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics

Lesson objectives

• present the learning objectives of the module

• discuss topics relating to personality and future career options

• introduce the topic of the module and activate Ss’ background knowledge

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

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

Warm-up

Free Talk.Discuss.

• How would youdefine a successfulcareer?

• What would you bewilling to do or sacrificeto have a successfulcareer?

Own opinions

Pictures

Presentation

Practice

Introduce the topic of the module and activate Ss’background knowledge to present the learning objectives of the module

• Have you decided what career you would

like to pursue? If yes, why did you choose

this career? If not, how are you going to

make up your mind?

• Elicit answers and initiate a shortdiscussion.

• Draw Ss’ attention to the content of the

picture on the page and ask them to tell youwhat they think the module will be about.Elicit answers.

• Ask Ss to read through the words and help

• them deduce the meaning of the words.

Suggested answers

• I think a successful career is one that you enjoy. Money is important, but I think a successful career is

one that allows you to be creative and constantly gives you new opportunities to keep you motivated.

• I would be willing to work hard and

sacrifice my spare time to gain skills

and knowledge in order to have a

successful career.

Verbal Assessment

Textbook

Practicein readingfor gist.

• Read out the objectives in the In this

module you will… section.

• Explain any unknown words.

Draw Ss’ attention to the value of the

module and discuss the importance of it.

In this module you will...

• discuss topics relating to your personality and your future career options

• learn how to express reason, purpose, result and concession using appropriate clauses

learn to report statements, questions, commands and requests

• learn to write a covering letter

KEY

Get to know yourself: by the time we

finish school we are supposed to know

exactly what we want to do with our

professional career. In order to make

the best possible choice we need to

discover our likes and dislikes, talents

and what we are or aren’t good at

Peer Assessment

Handouts

Identifying the topic. Using pictures related to the text for prediction. Sequencing events

Descriptor:

A learner:

• navigates talk appropriately;

• asks and answers relevant questions;

• considers different perspectives;

• uses appropriate degree of formality;

• applies paraphrasing and correction techniques;

uses appropriate syntax and vocabulary.

Students think critically, developing, evaluating and making choices about their own and others’ ideas answers and speak a short discussion

Verbal Assessment

Group Assessment

Textbook

Ending the lesson

Feedback

Peer Quizzes

Peer Quizzes: Students can write their own questions about the content and then quiz each other. They would also spend time going through the incorrect answers with each other to heighten their understanding.

Homework

Ex B,C wb

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

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

-White board and video is used no more than 10 minutes

-Use water based pens

-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: 8

Self - expression and options for future careers

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Reading: A walk through The forest

Learning objective (s)

11.3.3 - explain and justify own and others point of view on a range of general and curricular topics including some unfamiliar topics

11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and some unfamiliar general and curricular topics

Lesson objectives

provide and support ideas with arguments and examples

practice analyzing a personality quiz

make assumptions based on information from a text

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

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

Warm-up

Free Talk. Discuss.

• Have you ever taken a personality quiz?

• If so, did the results represent you well?

Own opinions

Pictures

Presentation

Practice

Practice in following instructions and responding to the demands of a task to present vocabulary, structures and functions in the context of a quiz

• Tell Ss to read the rubric carefully and

point out that there are no right or wrong

answers. Encourage Ss to note down their

answers without thinking about them too

long.

• Draw Ss’ attention to the title of the quiz,

and explain to Ss that they are going to

understand a lot about their personality

by walking through the forest.

• You can start reading the first part

(The Forest) and pause after each question

so that Ss can note down their answer.

• Follow the same procedure for the rest

of the parts. Ask Ss to underline anyunknown words at the same time.

• Ask Ss to tell you what they think their

responses reveal about them. Encourage

them to guess. Do not correct Ss at this

stage.

Students think critically, developing, evaluating and making choices about their own and others’ ideas answers and speak a short discussion.

Verbal Assessment

Pictures

Textbook

Practicein readingfor gist.

• Draw Ss’ attention to The Interpretation

and ask them what it means and what the

rest of the text is about (an analysis giving

feedback on the reader’s results).

• Ask Ss to read through the interpretation

of their answers and see if they represent

them.Initiate a class discussion.

• Explain any unknown words.

• To challenge higher-performing Ss you may ask them to think of alternative words to replace some of the words they have underlined in the text.

Open answers

Peer Assessment

Handouts

Detailed reading. Discuss personality traits

• Draw Ss’ attention to the answers Amina

And Daulet have given.

• Ask them to read their answers carefully

and try to understand their personality.

• Tell them that they have to refer to the

second part of the personality quiz

(The Interpretation).

• Have Ss to the activity. As soon as they

finish, ask them to compare their answers

with their partners’.

• Ask Ss to provide justifications for their

answers.

Reading for specific information

• Draw Ss’ attention to the statements 1-6

and check their understanding.

• Tell Ss to look at the note.

• Write on the board: John is an extrovert.

• He enjoys being with other people. / Jane

is an introvert. She is shy and she usually

spends time alone.

Encourage Ss to deduce the meaning of

the words extrovert and introvert. You can

ask Ss if they think they are introverts or

extroverts.

• Have Ss do the activity.

• Check the answers with the class.

Descriptor:

A learner:

• complete the sentences with the places in the box

• identifies the text

• chooses the correct answers

• speaks in a form of discussion

Suggested answers

Amina is sincere, and other people enjoy her company. She has a very good relationship with her sister.

Daulet is quiet and reserved. People

find him interesting, but at times he

becomes more introverted.

Key:

1. D

2. D

3. B

4. A

5. N

6. A

Verbal Assessment

Group Assessment

Textbook

Ending the lesson

Feedback

Peer Quizzes

Peer Quizzes: Students can write their own questions about the content and then quiz each other. They would also spend time going through the incorrect answers with each other to heighten their understanding.

Homework

Ex A,C wb

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

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

-White board and video is used no more than 10 minutes

-Use water based pens

-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: 8

Self - expression and options for future careers

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Grammar: Clauses of purpose, result, concession and reason

Learning objective (s)

11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and some unfamiliar general and curricular topics

11.5.3 - write with grammatical accuracy on a wide range of familiar general and curricular topics;

Lesson objectives

• Identify the meaning of the clauses of purpose, result, concession and reason

• practice in using clauses of purpose, result, concession and reason in context

• revise/present clauses of purpose, result, concession and reason

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

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

Warm-up

Predicting and Guessing. Start thinking.

• Could I get you something to drink?

• May I use the phone?

• Could you drive me to the city centre?

• We might go to the party, but I’m not sure.

Open Answer

Presentation

Practice

Ending the lesson

Reflection

Revise /present clauses of purpose, result, concession and reason

• Ask Ss to underline the word because and tell you what this sentence expresses (reason).

• Tell Ss to look at the blue box and ask them what these words/phrases have in common (They all express reason)

• Ask Ss to tell you what this sentence expresses (purpose).

• Tell Ss to look at the blue box and ask them what these words/phrases have in common (They all express purpose.).

Ask Ss to tell you what this sentence expresses (concession). Point out to Ss that clauses of concession express contrast or opposition.

• Tell Ss to look at the blue box and ask them what these words/phrases have in common (They all express concession.).

Ask them to tell you what difference they notice between so and such. Elicit the answer that the main difference is that such is always followed by a noun, while so is used before adverbs/adjectives.

• Write the following sentence on the board, underlining the word shoes:

They are such expensive shoes

Key:

1. a. Since

b. due to, because of They express reason.

2. a. in order to

b. so that

c. in case

They express purpose.

3. a. Though, While

b. In spite of

c. nevertheless, however

They express concession.

4. a. such

b. so…that

c. therefore

d. too

They express result.

Oral Assessment

Grammar Section Workbook

Matching task. Practice in using clauses of purpose, result, concession and reason in context

• Draw Ss’ attention to the sentences 1-9and check their understanding.

• Have Ss do the activity.

• Check the answers with the class.

Expand your Grammar skills!

• Write the following sentences on the

• board:

• Although it was raining, ...

• I went to the shopping centre in order to...

• It was such a lovely day that...

• Despite the snow, ...

• • Ask Ss to finish the sentences so that

• they are true for them. This will help

• lower-performing Ss make their own

• examples.

• • Ask Ss to change the words in bold and

• to try to say these sentences in another

• way, e.g. to replace Although with In

• spite of in the first sentence, in order to

• with so that in the second one, etc. This

• will challenge higher-performing Ss

Descriptor:

A learner:

• matches the sentences correctly

• respond to the arguments supporting the opposite position;

• uses a variety of appropriate language.

• uses a range of grammar structures;

KEY

1. reading the daily news

2. Sally is shy, she gave the

presentation

3. case I forget about the meeting

order to remind me about the

meeting / so that I don’t/won’t forget

about the meeting / in order not to/

so as not to forget about the meeting

4. a lot of studying that he doesn’t

know what to do

Peer -assessment

Textbook

Highlighted expressions

• Put students into small groups.

Try to do activity "Five finger". give to each group the picture of five finger that filled with the such questions that can help to summarize or elaborate on the topic of the text (

Descriptor

4-5 Open answers with grammar accuracy - Excellent

2-3 Open answers with some mistakes - Good

Less 2 answers - Try again!

Homework

Ex C,A wb

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

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

-White board and video is used no more than 10 minutes

-Use water based pens

-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: 8

Self - expression and options for future careers

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Vocabulary: Compound adjective

Learning objective (s)

11.3.3 - explain and justify own and others point of view on a range of general and curricular topics including some unfamiliar topics

11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and some unfamiliar general and curricular topics

Lesson objectives

• justify answers talking about work-related issues

• practice compare and contrast pictures and situations

• identify the meaning of idioms that refer to different body part

Plan

Stages of the lesson

Teacher’s activities

Students’

activities

Assessment

Resources

Greeting

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

Warm-up

Presentation

Practice

Feedback

Brainstorming.

• Finally, if the forest feels so threatening that it sends shivers down your spine, this

could be a sign that you are temporarily going through a rough period.

Open

answer

Conveying the meaning of new words. Practice in identifying idioms to help Ss deduce the meaning of these idioms through a matching activity

• Ask Ss to look at the sentences 1-6 and

the definitions a-f.

• Read the first sentence aloud and ask Ss to tell you the idiom they have to underline. Elicit answers (pulling my leg).

• Then ask Ss to read the sentence again and try to find its definition. You can tell Ss to choose between c and f. This will build lower-performing Ss’ confidence.

• Follow the same procedure for the rest of

the sentences.

Key:

1. pulling my leg, c

2. raised a few eyebrows, f

3. putting on a brave face, d

4. out of hand, a

5. follow in her footsteps, b

6. on the tip of my tongue, e

Verbal Assessment

Textbook

Grammar Reference

Practice in reading for gist. Introduce Ss to the notion of compound adjectives

• Ask Ss to look at the pictures and read the

captions.

• Have Ss work in pairs and try to

understand the difference in meaning.

Elicit answers. Ask Ss to justify their

answers.(a man who is eating shark).

• Write the following on the board: Ahyphen can make a huge difference!

• Point out to Ss that there is always ahyphen used to distinguish between the two words that a compound adjective is

made up of. Read the following sentences aloud, and ask Ss to think of a compound adjective to express the same meaning: She behaves well. She is……. These memory techniques will help you save time. These are ……….. techniques.

• Elicit answers (She is well-behaved. These

are time-saving memory techniques.).

Familiarize Ss with compound adjectives formed with the prefixes well- and self- with the prefixes

• Ask Ss to look at the extract and tell you what the compound adjective self-controlled means (when you remain calm even though you are angry or scared etc.).

• Have Ss do the activity.

• Check the answers with the class.

• Draw Ss’ attention to the fourth and the sixth sentence. Ask them to tell you why they think the compound adjective well-mannered in the sixth sentence is hyphenated while the adjective well informed in the fourth sentence is not.

• Elicit answers.

Practice in forming compound adjectives and using them in context

• Ask Ss to have a look at the sentences 1-5

and check their understanding.

• Have Ss do the activity.

• Check the answers with the class.

• Then have Ss ask and answer these

questions in pairs.

Descriptor

Learner

• uses appropriate subject-specific vocabulary while asking and answering the questions

• presents his/her information to the class.

• completes sentences with right phrases.

KEY

A man-eating shark refers to a shark

that kills and eats human beings, while a man eating shark refers to a man who is eating shark (meat). Man-eating is an adjective which describes what kind of shark we are talking about, while a man eating shark is a reduced relative clause

Key:

1. self-centered (to think only about

yourself)

2. self-taught (having learnt sth on your own)

3. self-employed (working for yourself nd not for sb else or a company)

4. well informed (having sufficient

knowledge about sth)

5. self-confident (not having doubts

about yourself)

6. well-mannered (behaving and

acting appropriately)

KEY

1. long-lasting

2. strong-willed

3. good-humored, bad-tempered

4. tongue-tied

5. last-minute

Oral Assessment

Verbal Assessment

Peer Assessment

Handouts

Prefixes

Worksheets

Handouts

3-2-1 feedback activity

Have students write or talk about 3 things they learned, 2 things they still want to learn, and 1 question they have.

Homework

Ex C,D wb

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

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

-White board and video are used no more than 10 minutes

-Use water-based pens

-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: 8

Self - expression and options for future careers

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Talking about work-related issues

Learning objective (s)

11.1.8 - develop intercultural awareness through reading and discussion clearly to others;

11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and some unfamiliar general and curricular topics

Lesson objectives

• identify specific information in talking about work-related issues

• build cross-cultural views and attitudes through discussion

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Picture Description

• Which of the workshops/courses would you like to enroll on? Why?

• • Why do you think people enjoy taking part in creative activities?

• What do they get out of them? Do you think there are any long-term benefits?

• • Which activity do you think suits you better? How would it help you express yourself?

Open answer

Pictures

Warm-up

Presentation

Practice

Ending the lesson

Feedback

Prepare Ss for the listening activity by activating their background knowledge

• Draw Ss’ attention to the poster and ask Ss to deduce the meaning of the courses from the accompanying pictures.

• Ask Ss the questions and initiate a class discussion.

Practice in listening for specific information

• Draw Ss’ attention to the statements a-fend check their understanding.

• Tell Ss that they will listen to the same recording, but now they should focus on a different aspect. Have Ss underline in the rubric what they should focus on (… did not expect to happen during the course).

• Have Ss do the activity.

• Check the answers with the class.

• Speaker 1 e

• Speaker 2 a

• Speaker 3 c

• Speaker 4 b

Suggested answer

I’d like to enroll on the carpentry and woodworking workshop/course because giving form to wood is very creative and rewarding. It is also very useful because you can make furniture and decorative items for your house. Additionally, I’d be interested in enrolling on the jewelry making workshop/course because it is also very creative. Besides, you can create some beautiful personalized gifts

for your family and friends.

Oral Assessment

Pictures of Balls

Grammar Section in the Workbook.

Pair work. Asking and answering

• Divide Ss into pairs and ask them to

• look at the first set of photographs, read through the instructions as well as the questions and check their understanding.

• Ask Ss to read through the words and

• phrases in the boxes and check their

• understanding.

• • Have Ss do the activity.

• • Go round the class helping Ss when

• necessary.

• • Choose some pairs to present their

• answers to the class.

• • Repeat the same procedure for the

• second set of pictures.

KEY

In the first picture, we see a pastry chef and in the second picture we see a long-distance lorry driver.

Both professionals face a number of difficulties. To begin with, the job of a chef requires him/her to

be on his/her feet for many hours and work under constant pressure,

especially if he/she works at a popular and expensive restaurant.

Being a chef requires cooperation and at the same time you have to

show that you are in charge…

Verbal Assessment

Textbook

Formative Assessment.

Discuss:

Student B: Answer the following question.

Which of these two jobs would you prefer to do? Why?

Student B: The two photographs show different working environments.

Compare the photographs and answer the question below

Descriptor:

A learner:

• describes the picture;

• uses appropriate phrases

• describes the position jobs

• discusses questions and answers the questions within the group

Self- assessment

CD

Homework

Ex A,C wb

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

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

-White board and video are used no more than 10 minutes

-Use water-based pens

-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: 8

Self - expression and options for future careers

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Reading: Release your creativity

Learning objective (s)

11.4.4 - read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract, general and curricular topics

11.4.7 - recognize patterns of development in lengthy texts [inter- paragraph level] on a range of more complex and abstract, general and curricular topics

Lesson objectives

• practice talking about inspiration and creativity

• express reference

• present functions, structures and vocabulary in context

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

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

Warm-up

Presentation

Practice

Ending the lesson

Reflection

Prediction based on the title, pictures. Skimming. Discuss.

• Why do people create works of art?

• What is the purpose of art? Does it have the power to change people’s lives?

• How do you think each of the activities below helps people express themselves?

Open answers

Pictures

Present functions, structures and vocabulary in context to give Ss practice in reading for gist

• Draw Ss’ attention to the title and ask

them to guess what the texts are about.

• Have Ss read the four texts quickly and

answer the question in the rubric. Ask Ss

to underline any unknown words at the

same time. Elicit answers.

Ask Ss why A is not the correct answer.

Elicit answers (Talgat Kenesov is still studying.

KEY

B, C and D

Verbal Assessment

Picture

Dictionary

Identifying specific information in a text

• Read out and explain the activity to Ss.

• Read the TIP aloud and explain it.

• Tell Ss to read the first text, then read

through questions 1-9 and try to find the

answers concerning the person in text A.

• Then have them read the second text and

read the questions again in order to find

the ones corresponding to the second

text.

• Follow the same procedure for the rest of

the texts.

Identify the meaning of unknown words/phrases from context

• Draw Ss’ attention to the highlighted

words/phrases in the texts and their

meanings a–g.

• You can have Ss work in pairs and do the

activity.

• Check the answers with the class.

• Explain any unknown words

• To challenge higher-performing Ss you

may ask them to think of alternative

words to replace some of the words they

have underlined in the text.

Give Ss the opportunity to elaborate on the topic of the texts

• Ask Ss the questions and initiate a short

discussion.

• Encourage all Ss to express themselves.

E. Discuss.

• How artistic are you?

• Does art help you express yourself?

• Do you think it’s possible to learn how to be creative?

Descriptor:

A learner:

• Talks about create works of art

• •answers the questions;

• uses appropriate phrases in a talk;

• speaks with correct pronunciation of words

Key:

1. B

2. D

3. A

4. C

5. A

6. D

7. B

8. A

9. C

KEY

1. e

2. c

3. a

4. f

5. d

6. b

7. g

Suggested answer

I believe creativity can be learnt.

Although many people claim that

it is a talent that only some people

have, I think it’s a skill that can be

taught. Everybody can be creative and

generate new and innovative ideas.

By trying new things and using our imagination, we can all be creative.

Peer Assessment

Group Assessment

Handouts

Worksheets

Handouts

Self-assessment.

How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

Self-assessment.

Homework

Ex A,D wb

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

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

-White board and video are used no more than 10 minutes

-Use water-based pens

-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: 8

Self - expression and options for future careers

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Grammar: Reported Speech (statements), Special Introductory Verbs

Learning objective (s)

11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and some unfamiliar general and curricular topics

11.5.3 - write with grammatical accuracy on a wide range of familiar general and curricular topics

Lesson objectives

• identify the tense changes from Direct to Reported Speech

• revise the change in time expressions in Reported Speech

• present special introductory verbs used in Reported Speech

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

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

Warm-up

Presentation

Practice

Ending the lesson

Discuss.

• Read the following statements and write the speakers’ original words.

• What’s the difference between said and told?

Open Answer

Revise the use of Reported Speech (statements)

• Have Ss read through the sentences

and check their understanding. Help Ss

understand that these sentences are

examples of Reported Speech.

• Have Ss do the first part of the activity.

• Check the answers with the class.

• Draw Ss’ attention to the rule.

• Ask Ss the question in the rubric and elicit answers.

• Point out to Ss that told is used only with

an indirect object. Said is used when there is no indirect object, and said to is used with an indirect object.

KEY

1. I will hold an exhibition with my

latest paintings

2. Samat is auditioning for a role today

.

Oral Assessment

Grammar Reference Section

Sentence completion task.

• Have Ss go through the table and check

their understanding.

• Have Ss do the activity.

• Check the answers with the class.

Pronunciation task.

• Play the CD and pause after each word so that Ss can repeat.

Tell Ss to listen for the difference in pronunciation.

Elicit the answer: the first set of words has a

/ʃ/ sound, the second set of words has a /s/sound and the third set of words has a /tʃ/sound.

Draw Ss’ attention to the TIP and explain it.

Revise Reported Questions

• Have Ss read through the examples

and help Ss understand that these are

reported questions.

• Have Ss do the activity.

• Check the answers with the class.

• Refer Ss to the Grammar Reference in the Workbook.

• Have Ss come up with their own examples and provide any further explanations.

Revise Reported Commands and Requests

• Have Ss read through the dialogues.

• Help Ss understand that the first dialogue

has a reported request and the second

dialogue has a reported command.

• Have Ss do the activity.

• Check the answers with the class.

• Refer Ss to the Grammar Reference in the Workbook.

• Have Ss come up with their own examples and provide any further explanation

Descriptor:

A learner:

• Uses Reported Commands and Requests

• expresses opinion on topic;

• asks and answers questions;

• writes sentences correctly

KEY

Present Simple Past Simple

Present Continuous

Past Continuous

Past Simple

Past Perfect Simple

Present Perfect Simple

Past Perfect Simple

Present Perfect

Continuous

Past Perfect

Continuous

KEY

1. ‘Why did you apply for the job?’

‘Do you speak French?’

2. They begin with the words why and if/

whether.

3. They are in the affirmative form.

KEY

1. The verb told.

2. The verb asked.

3. It changes to to + base form.

4. It changes to not to + base form.

Peer Assessment

Self-Assessment

Peer Assessment

Pictures

Handouts

Worksheets

Posters

Homework

Ex A,B wb

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

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

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at less on.

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: 8

Self - expression and options for future careers

Teacher’s name:

Date:

Class: 11

Number present:

Number absent:

Theme of the lesson

Vocabulary: Phrasal verbs with get and verbs starting with -re

Learning objective (s)

11.5.7 - use independently appropriate layout at text level on a wide range of general and curricular topics

11.6.5 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics

Lesson objectives

• Present vocabulary related to employment

• use the meaning ofverbs starting with re- incontext

• use transitive and intransitive verb complementation patterns

• deduce the meaning of these phrasalverbs from context

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

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

Warm-up

Presentation

• Start thinking.

Ask Ss some questions:

Read the sentences and match the phrasal verbs 1-7 with the definitions a-g.

Open

answers

Practice in deducingthe meaning of these phrasal

verbs from context

• Draw Ss’ attention to the phrasal verb get

by in text C, p.223.

• Ask Ss to read through the sentence and

try to deduce the meaning of the phrasal

• verb.

• Elicit answers (get by = to manage to live).

• Ask Ss to come up with any other phrasal

verbs with get. Accept all logical answers.

• Draw Ss’ attention to the sentences 1-7

and the definitions a-g and check their

understanding.

• Have Ss do the activity.

• Check the answers with the class.

KEY

1. e

2. a

3. c

4. b

5. f

6. d

7. g

Peer Assessment

Textbook

Dialogues

CD

Practice

Ending the lesson

Feedback

Practice identifying the meaning ofverbs starting with re- incontext

• •Write the following on the board:re- = again

• Tell Ss:

• When we build something again, we … it.

• Ask Ss to use the prefix re- to completethe sentence. Elicit the answer rebuild.

• Tell them:

• When we do something again, we… it.(redo)

• When we write something again, we … it.

• (rewrite)

• • Explain to Ss that not all verbs starting

with the prefix re- mean to do sth again.

• Draw Ss’ attention to the note and provide

them with further explanations.

• • Have Ss do the activity.

• • Check the answers with the class.

• The verbs wherere- means again are:

• rearrange, redecorate,reschedule, reinhabit

Practicein identifying the meaningof verbs starting with re- incontext

• Have Ss do the activity.

• Check the answers with the class.

Practice in listening for specific information

• Ask Ss to read through the sentences 1-7.

• Make sure they haven’t got any unknown

words.

• Play the recording twice.

• Have Ss do the activity.

• Check the answers with the class.

Formative Assessment

Post-reading.

• Ask Ss:

• Ask Ss the following:

• Do you think that a careers officer can

• give you useful advice on how to reach

your goal?

Descriptor:

A learner:

• evaluates the peers’ answers.

• uses appropriate subject-specific vocabulary while speaking.

• expresses his/her opinion in discussion clearly;

• answers the questions properly;

• uses vocabulary words appropriately;

KEY

1. c

3. a

5. d

6. f

7. b

9. e

Key:

recharge, rethink,

redo, recreate,

redesign, rewrite

KEY

1. got stuck in traffic

2. history

3. patience

4. tiring

5. 95%

6. volunteer

7. working nights

Self- Assessment

Peer Assessment

Handouts

Textbook

Pictures

CD

Expressing opinion about the lesson

In my opinion….

Homework

Ex A,C wb

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

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

-White board and video are used no more than 10 minutes

-Use water-based pens

-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: 8

Self - expression and options for future careers

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Writing A covering letter

Learning objective (s)

11.4.7 - recognize patterns of development in lengthy texts [inter- paragraph level] on a range of more complex and abstract, general and curricular topics ;

11.5.3 - write with grammatical accuracy on a wide range of familiar general and curricular topics;

Lesson objectives

• recognize the using of appropriate register in acovering letter

• provide the task with a samplecovering letter

• practice writing a covering letter

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

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

Warm-up

Presentation

•Picture Description.

• Have you ever applied for a job? If yes, how did you apply?

• Why do you think it is important to write a covering letter?

• What kind of information do you think employers want to know aboutpotential employees?

Openanswers

Provide Ss with a sample covering letter to give Ss practice in reading for gist

• Draw Ss’ attention to the advertisement

and ask them what it is about (It’s about

applying to a company for the position of

the interior designer.).

• Ask Ss the question in the rubric. Ask them

to read through the advertisement and the

letter and answer the question. You can ask

them to underline any unknown words at

the same time.

• Elicit answers.

Familiarize Ss with the conventions of a covering letter to prepare Ss for the writing activity

• Tell Ss to look at the sentences a-d.

• Explain that when they write a covering

letter they have to follow certain steps so

as not to omit important information.

• Ask Ss to have a look at the first paragraph

and tell you what information is included

(The candidate mentions where she saw

the job advertisement and states that she

is interested.).

• Then have Ss look at the sentences a-d

and choose the correct answer.

• Follow the same procedure for the rest of

the paragraphs.

KEY

Alexandra is suitable for the job

because her studies and her work

experience match the requirements of

the job. Also, she has all the necessary personal qualities and skills needed for the position

Key:

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

Oral Assessment

Peer Assessment

Grammar Section in the

Workbook.

Rules

Grammar Section in the

Workbook.

Practice

Familiarize Ss with theregister of a covering letter to prepare Ss for the writing activity

• Ask Ss to read through the words/phrases 1-12 and check understanding.

• Remind Ssthat when they write a covering letter they have to use formal language.

• Have Ss do the activity.

• Check the answers with the class.

KEY

1. (particularly) suits

2. objectives

3. at present

4. assisted

5. acquired

6. effectively

7. Regarding

8. highly

9. demonstrated

Peer Assessment

Handouts

Ending the lesson

Feedback

Prepare Ss for the writing activity

• Ask Ss to read through the phrases in thebox and the sentences 1-10 and checktheir understanding.

• Have Ss do the activity.

• Check the answers with the class.

Formative Assessment.

• Imagine that you have seen the following advertisement and have decidedto apply for the job Write your covering letter. Use the plan and TIP.

Descriptor

Learner

• identifies main ideas of the passages;

• uses complex and compound sentences with grammatical accuracy;

• changes most of the words, using synonyms and antonyms;

• connects coherently paragraphs of the text using a variety ofconnectors.

KEY:

1. h, i

2. d

3. g

4. j

5. f

6. a

7. k

8. c

9. b

10. e

Peer Assessment

Worksheets

Posters

Traffic Cards:

Students create index cards with a large green marker circle on one side and red on the other. If they are following along and understanding the lesson, the green side of their card is upright and visible to you. When they do not understand something and need clarification, they flip the card to show you the red side.

Homework

Get Writing

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

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

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this

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: 8

Self - expression and options for future careers

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Culture page: Driving: on the LEFT OR on the RIGHT?

Learning objective (s)

11.3.3 - explain and justify own and others point of view on a range of general and curricular topics including some unfamiliar topics

11.4.2 - understand specific information and detail in extended texts on a wide range of familiar and some unfamiliar general and curricular topics

Lesson objectives

• Introduce the certainaspects of the culture of English-speaking countries

• use technology as a toolfor research and to organize information

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

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

Warm-up

Presentation

Discovery activity. Picture Description.

• Do you know of any differences between the waypeople live in the UK and the US?

Open answers

Verbal Assessment

Familiarise Ss with certain aspects of the culture of English- speaking countries

Print the British and the American flagand stick them on the board.

Tell Ss that they are going to talk aboutsome of the main differences between theway people live in the UK and the US.

Use the flags as mind maps to write Ss’answers. Alternatively, you can give themthe following hints and have Ss comeup with the differences: what they likedrinking, how they write the date, what their houses and cars look like.

Have Ss work in pairs and allow them

some time to think of their answer

UK• Drink a lot oftea

US • Drink mostly coffee • Cars are small

• Cars are bigger

• Average houses are smaller • Average houses tend to be about

double the size

• It is rare to see drive-throughfast foodrestaurants

• There areloads ofdrive-through restaurants • Dates arewritten as day/ month/year • Dates are written as month /day/year Houses have aletter box builtinto the front Door • Houses have mailboxes

Oral

Assessment

Textbook

Identifying the topic

• Draw Ss’ attention to the title of the textand ask them to tell you how they think itis associated with the differences between the way people live in the UK and the US.

• Elicit answers, but do not correct Ss at thisstage (people in the UK drive on the leftside of the road while people in the USdrive on the right).

• Then draw their attention to the questionin the rubric.

• Elicit answers, but do not correct Ss at thisstage.

• Ask Ss to read the text and check theiranswers.

Key:

In medieval times, an often violent period of history, people used horsesas a means of transport and it made

more sense for them to travel on the left side because that meant that their right hand, the hand they used their sword with, would be on the side facing an opponent travelling towards them.

Peer Assessment

Textbook

Practice

Ending the lesson

Detailed reading. Answering questions.

Which countries, apart from the UK, alsodrive on the left side of the road? Ireland,Australia, New Zealand, and South Africa,as well as countries in Asia, Africa and theCaribbean that used to be British colonies

Why was it convenient for the driver to sit onthe left side? Because his right hand couldhold the whip he used to keep the horsesmoving.

Which side of the road did the driver keepto? the right side

When did the US start driving on the right?after it gained its independence fromEngland and decided to go against theEnglish practice

Detailed reading. True/false statements

Have Ss do the activity.

Check the answers with the class.

Ask Ss to correct the false sentences.

This will challenge higher-performing Ss.

Project Work

• Thewords below are British English. What are their American

• equivalents? The first two are in the table of driving facts above.

• Do research to find the rest. Then present them to the class

Descriptor:

A learner:

• uses imagination to express thoughts, ideas, experiences and feelings.

• presents his/her information to the class.

• chooses the right answers.

Students read again

and answer the

questions.

KEY

1. T 2. F 3. F 4. T 5. T

Students work in

groups to do the

project work.

Self-Assessment

Group Assessment

Handouts

Worksheets

Handouts

Homework

Project Work

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

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

-White board and video are used no more than 10 minutes

-Use water-based pens

-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: 9

Clothes journeys

Teacher’s name:

Date:

Class:

Theme of the lesson

Shopping for clothes

Learning objective (s)

11.2.5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics including talk on a growing range of unfamiliar topics

11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics

Lesson objectives

• identify speaker(s) viewpoint in extended conversation onfamiliar and unfamiliar topics

• lead the talk and paraphrase it, make corrections in speech

• discuss issues relating to themaking of clothes and thefashion industry

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources