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Барлық 400 000 материалдарды тегін жүктеу үшін
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Жылдық
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Танысу 690 ₸ / 1 күнге
Таңдау
UstazTilegi AI - ЖИ арқылы тегін ҚМЖ, БЖБ, ТЖБ, тест, презентация, авторлық бағдарлама т.б. 10 материал жасау
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UstazTilegi AI - ЖИ арқылы тегін ҚМЖ, БЖБ, ТЖБ, тест, презентация, авторлық бағдарлама т.б. жасау 30 материал жасау
Материалдар бөлімі - Барлық 400 000 материалдарды тегін 900 материал жүктеу
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Материалдар бөлімі - Барлық 400 000 материалдарды тегін 900 материал жүктеу
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Олимпиада, турнир, байқауларға 50% жеңілдік
Іс-шаралар (мини-курстар, семинарлар, конференциялар) тегін қатысу
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Short term plan: term 4
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Unit 8: Recent advances in technology |
Lesson 81 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Living with technology |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.2.1 -ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: Practice expressing personal attitudes toward the topic; Consider how technology has both improved our lives and created new threats to environmental and human health. |
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Value links |
Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:74 • Go through the Speaking Strategy together. Work in pairs. Discuss the questions. Check answers as a class. Ex: 2 P: 74 • In pairs, students check the meaning of the words below. Then match the words to the photos. Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 74 • Ask the work in pairs. Take turns to describe one of the gadgets without saying the name. Your partner must guess the gadget. Check answers as a class Ex: 4 P: 74 • Ask the students listen to four people talking about different gadgets. Match the speakers (1-4) to the gadgets from exercise 2 Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Discuss the questions ANSWERS Student’s own answer • Learners check the meaning of the words below. Then match the words to the photos. ANSWERS A games console B power bank C VR headset D drone E robot assistant F fitness tracker G action camera H smart speaker • Learners work in pairs. Take turns to describe one of the gadgets without saying the name. Your partner must guess the gadget. ANSWERS Student’s own answer • Learners listen to four people talking about different gadgets. Match the speakers. ANSWERS 1 smart speaker 2 fitness tracker 3 action camera 4 power bank |
Descriptor: - work in pairs. - answer the questions Total: 2 point
Self assessment Descriptor: - check the meaning - match the words to the photos Total: 2 point Descriptor: - work in pairs - describe one of the gadgets Total: 2 point Descriptor: - listen to four people - Match each speaker to a job Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Recent advances in technology |
Lesson 82 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Living with technology |
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Learning objectives |
11.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics |
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Lesson objectives |
Learners will be able to: Practice expressing personal attitudes toward the topic; Consider how technology has both improved our lives and created new threats to environmental and human health. |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In Focus attention on the word “technology”. Begin by asking students what they think technology is |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 74 • Ask the students listen again and complete the sentences in your own words. Check answers as a class Ex: 6 P: 74 • In pairs, students work in groups. Choose three gadgets from exercise 2. Discuss some of the different ways of using them at home, at school and at work. Make notes. Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 74 • Ask the students read the article about how technology is changing the world. Were any of your ideas in exercise 6 mentioned? Check answers as a class Ex: 8 P: 74 • Ask the students complete the article with the verbs in the box Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen again and complete the sentences in your own words. ANSWERS 1 might hear his conversations if he leaves his smartphone on. 2 her company may be able to know where she is all the time. 3 not ever watch the videos he's made. 4 that she was always looking at her phone • Learners work in groups. Choose three gadgets. ANSWERS Student’s own answer • Learners read the article about how technology is changing the world. ANSWERS Student’s own answer • Learners complete the article with the verbs in the box ANSWERS 1 identify 2 locate 3 capture 4 inspect 5 stream 6 explore 7 immerse 8 connect |
Descriptor: - listen again and complete the sentences Total: 2 point
Self assessment Descriptor: - work in groups - choose three gadgets. Total: 2 point Descriptor: - read the article about how technology is changing the world. Total: 2 point Descriptor: - complete the article with the verbs Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 83 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Past Perfect Simple and Past Perfect Continuous |
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Learning objectives |
11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.6.9.1 - use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: Discuss topic questions in complex sentences. Identify and use Past Perfect Simple and Past Perfect Continuous without support |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 76 • Ask the students read the text. What is a stunt double? Who might have one and why? Check answers as a class Ex: 2 P: 76 • In pairs, students read the Learn this! box. Find all the examples of the past perfect simple and past perfect continuous in the text and match them with rules a–d. Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 76 • Ask the students complete the sentences with the verbs in brackets. Use the past perfect simple or past perfect continuous. Then match each sentence with a rule in the Learn this! box Check answers as a class Ex: 4 P: 76 • Ask the students use of English Complete the sentences with the correct form of the words in brackets. Use the past perfect simple or past perfect continuous. Use no more than five words, including the words provided. Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the text. What is a stunt double? Who might have one and why? ANSWERS A stunt double is a person who looks like an actor and who performs dangerous stunts (dangerous and difficult actions that somebody does to entertain people especially as part of a film) instead of the actor in a film. An actor does not usually perform dangerous stunts because they might get hurt, whereas the stunt double is trained to do such stunts. • Learners students read the Learn this! box. Find all the examples of the past perfect simple and past perfect continuous in the text ANSWERS a he'd spent; His maths had never been good enough; he had won; had received b he had been learning Paul had (always) wanted d He hadn't been doing • Learners complete the sentences with the verbs in brackets. Use the past perfect simple or past perfect continuous ANSWERS 1 had finished – a 2 had been planning - d 3 hadn't been waiting-b 4 had been queuing - d 5 had known-c 6 hadn't been wearing-b 7 had been trying-d 8 had won - a • Learners Complete the sentences with the correct form of the words in brackets. Use the past perfect simple or past perfect continuous ANSWERS 1 had been acting for years 2 hadn't visited the USA 3 had been watching television 4 had wanted to see 5 hadn't managed to buy 6 hadn't been working for 7 Had you left university |
Descriptor: - read the text -answer the question Total: 2 point
Self assessment Descriptor: - read the Learn this! box - find all the examples Total: 2 point Descriptor: - Complete the sentences with - use the past perfect simple or past perfect continuous Total: 2 point Descriptor: - complete the article with the verbs Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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|
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 84 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Press intrusion |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.2.1 -ask and respond with appropriate syntax and vocabulary to open - ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics |
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|
Lesson objectives |
Learners will be able to: Use skills such as brainstorming, discussion to gather information and use active vocabulary. Practice expressing personal attitudes toward the topic. |
||
|
Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
||
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Plan |
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|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 77 Speak about the function of a drone. How is drone connected with press intrusion? In pairs, students ask and answer the questions. Monitor and check their vocabulary, pronunciation and grammar. Ex: 2 P: 77 • In pairs, students read the magazine article. Do you think that the paparazzi should be able to use drones? Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 77 • Ask the students In pairs, check the meaning of the words and phrases below. How many can you find in the text? Check answers as a class Ex: 4 P: 77 • Ask the students read the Listening Strategy. Then listen and underline the correct words to complete the sentences. Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Answer the question. ANSWERS Student’s own answer • Learners read the magazine article. Do you think that the paparazzi should be able to use drones? ANSWERS Student’s own answer • Learners In pairs, check the meaning of the words and phrases below. How many can you find in the text? ANSWERS Six: paparazzi, be in the public eye, invade someone's privacy, celebrities, press regulators, privacy laws • Learners read the Listening Strategy. Then listen and underline the correct words to complete the sentences ANSWERS 1 packed 2 spied on 3 determined 4 generous 5 gossip |
Descriptor: - work in pairs -answer the question Total: 2 point
Self assessment Descriptor: - read the magazine article - answer the question Total: 2 point Descriptor: - In pairs, check the meaning of the words - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
|
Poster Success
|
|
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 85 |
||
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Teacher name: |
|
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Date: |
|
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|
Grade: 11 |
Number present: |
absent: |
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Lesson title |
Press intrusion |
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Learning objectives |
11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics |
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Lesson objectives |
Learners will be able to: Use skills such as brainstorming, discussion to gather information and use active vocabulary. Practice expressing personal attitudes toward the topic. |
||
|
Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
||
|
Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
|
Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 77 Ask the students check the meaning of all the adjectives. Choose the adjective describing the attitude of each speaker (a, b or c). Then listen again and check. Use your answers to exercise 4 to help you. Check answers as a class Ex: 6 P: 77 • In pairs, Listen and match the speakers (1–4) with sentences A–E. Write the correct number. There is one extra sentence Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 77 • Ask the students work in pairs. Discuss the questions. Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners check the meaning of all the adjectives ANSWERS 1 a 2 b 3b 4c 5a • Learners match the speakers (1–4) with sentences A–E. ANSWERS Student’s own answer • Learners work in pairs. Discuss the questions, ANSWERS Student’s own answer |
Descriptor: - check the meaning of all the adjectives Total: 2 point
Self assessment Descriptor: - match the speakers - complete the task Total: 2 point Descriptor: - work In pairs, - Discuss the questions, Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
|
Poster Success
|
|
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 86 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Used to and would |
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Learning objectives |
11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics 11.5.3.1 - write with grammatical accuracy on a wide range of general and curricular topics 11.6.3.1 - use a variety of adjectives complemented by that, infinitive and why- clauses on a wide range of general and curricular topics ; |
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Lesson objectives |
Learners will be able to: Practice expressing personal attitudes toward the topic. Demonstrate correct use of the taught structures without support. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
||
|
Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
|
Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 78 Ask the students read the text. What is unusual about Akrit Jaswa. Check answers as a class Ex: 2 P: 78 • In pairs, read the Learn this! box. Then find all the examples of used to and would in the text. Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 78 • Ask the student complete the sentences with the correct form of used to or would. In which sentences is either possible? Ex: 4 P: 78 • Ask the students read the text and correct any mistakes with used to, would or the past Check answers as a class Ex: 5 P: 78 • Ask the students complete the sentences with the correct form of the words in brackets. Do not change the order of the words. You can add up to three other words Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the text. What is unusual about Akrit Jaswal? ANSWERS He is extremely intelligent and he did unusual things at a very young age. • Learners 2 read the Learn this! box. Then find all the examples of used to and would in the text ANSWERS He didn't use to play; he used to read a lot; And what did he use to read... ?; He... would read everything • Learners 2 read the Learn this! box. Then find all the examples of used to and would in the text ANSWERS 1 used to work 2 used to go/would go 3 used to have 4 Did/Didn't she use to wear 5 used to follow / would follow • Learners 2 read the Learn this! box. Then find all the examples of used to and would in the text ANSWERS 1 correct 2 used to own 3 correct 4 enjoyed 5 lasted 6 used to be 7 correct • Learners complete the sentences with the correct form of the words in brackets. ANSWERS 1 used to want to 2 did you use to have 3 he would do 4 Didn't she use to 5 would let |
Descriptor: - read the text - answer the question Total: 2 point
Self assessment Descriptor: - read the Learn this! Box - complete the task Total: 2 point Descriptor: - read the Learn this! box - Discuss the questions, Total: 2 point Descriptor: - complete the sentences with the correct form Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
|
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
|
Poster Success
|
|
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 87 |
||
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Teacher name: |
|
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Date: |
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|
Grade: 11 |
Number present: |
absent: |
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Lesson title |
Verb patterns |
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Learning objectives |
11.1.8.1 - develop intercultural awareness through reading and discussion 11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics |
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|
Lesson objectives |
Learners will be able to: Discuss topic questions in simple phrases and sentences. Apply comprehension strategies to the text about the attitude to celebrities. Identify and use verb patterns with support. |
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|
Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
||
|
Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 79 Ask the students read the message board. Do you agree with any of the opinions? Check answers as a class Ex: 2 P: 79 • In pairs, read the read the Learn this! box. Find all the adjectives in exercise 1. Do they come before a noun or after a linking verb? Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 78 • Ask the student look again at the adjectives that come before a noun in exercise 1. Match them with the categories (size, age, colour, etc.) in the Learn this! box In which sentences is either possible? Ex: 4 P: 78 • Ask the students complete the sentences with the adjectives in brackets in the correct order Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the message board. Do you agree with any of the opinions? ANSWERS Student’s own answer • Learners read the Learn this! box. Find all the adjectives in exercise 1. Do they come before a noun or after a linking verb? ANSWERS Before a noun talented young (actress); selfless (charity work); huge (movie fan); baggy white (trousers); silver (shoes); self-satisfied (celebrities); huge modern (homes); young (children) After a linking verb (she's) great; (looks) stunning; (she's) Amazing!; (get really) annoyed • Learners look again at the adjectives that come before a noun in exercise 1. Match them with the categories (size, age, colour, etc.) in the Learn this! box. ANSWERS talented - opinion; young - age; selfless - opinion; huge-size; baggy - size; white - colour; silver - colour; self-satisfied - opinion; huge - size; modern - age; • Learners complete the sentences with the adjectives in brackets in the correct order ANSWERS 1 vain young Portuguese 2 long white Japanese 3 ridiculous massive red 4 1960s black Italian 5 ugly modern |
Descriptor: - read the message - answer the question Total: 2 point
Self assessment Descriptor: - read the Learn this! Box - complete the task Total: 2 point Descriptor: - look again - match them with the categories Total: 2 point Descriptor: - complete the sentences with the adjectives Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Recent advances in technology |
Lesson 88 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Verb patterns |
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Learning objectives |
11.1.8.1 - develop intercultural awareness through reading and discussion 11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics |
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Lesson objectives |
Learners will be able to: Discuss topic questions in simple phrases and sentences. Apply comprehension strategies to the text about the attitude to celebrities. Identify and use verb patterns with support. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 79 Ask the students match the adjectives with similar meanings to make pairs. Check answers as a class Ex: 6 P: 79 • In pairs, read the Look out! box. Which adjective in each pair from exercise 5 can go a) before a noun and b) only after a linking verb? Use a dictionary to help you. Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 78 • Ask the student choose the correct words to complete the sentences. Sometimes both are possible. In which sentences is either possible? Ex: 8 P: 78 • Ask the students work in pairs. Using adjectives and linking verbs, tell your partner about a famous person you would like to meet. Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners match the adjectives with similar meanings to make pairs. ANSWERS afraid - frightened; alive - living; alone - lonely; angry - annoyed; asleep - sleeping; glad - happy • Learners read the Look out! box. Which adjective in each pair from exercise 5 can go a) before a noun and b) only after a linking verb? Use a dictionary to help you. ANSWERS a angry, frightened, happy, living, lonely, sleeping afraid, alive, alone, annoyed, asleep, glad • Learners choose the correct words to complete the sentences. Sometimes both are possible. ANSWERS Student’s own answer • Learners work in pairs. Using adjectives and linking verbs, tell your partner about a famous person you would like to meet ANSWERS Student’s own answer |
Descriptor: - match the adjectives - make pairs Total: 2 point
Self assessment Descriptor: - read the Look out! box - use a dictionary to help you. Total: 2 point Descriptor: - choose the correct word - complete the sentences Total: 2 point Descriptor: - work in pairs - Use adjectives and linking verbs Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 89 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Vloggers |
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Learning objectives |
11.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: Practice expressing personal attitudes toward the topic. Use a wide range of topic-specific vocabulary. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 80 Focus attention on the photo and elicit ideas about where it is. A person who regularly posts short videos to a vlog. A vlog is designed to share experiences, thoughts, and ideas with an audience. It is a form of communication which is used to engage an audience in a personal fashion Ex: 2 P: 80 • Ask the student read the text and answer the questions Students can compare answers in pairs before you check answers with the class Ex: 3 P: 80 Ask the student read Read the Reading Strategy. Then read the first question in exercise 4, followed by paragraph A. When you have chosen the correct answer (a, b, c or d), read the paragraph again and decide why the other options are wrong Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 4 P: 78 • In pairs, read the text. For questions 2–5, circle the correct options (a–d). Elicit responses and encourage discussion Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the headlines. Do you think they could appear in the media in your country? Why? / Why not? Which type of media do you prefer to use, TV or the internet? Why?. ANSWERS Student’s own answer • Learners read the text and answer the questions ANSWERS 1B 2C 3 E • Learners read the text and answer the questions ANSWERS 1b 2a 3d 4c 5 b |
Descriptor: - look at the headlines - answer the question Total: 2 point
Self assessment Descriptor: - read the text - answer the questions Total: 2 point Descriptor: - answer the questions - complete the sentences Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 90 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Vloggers |
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Learning objectives |
11.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: Practice expressing personal attitudes toward the topic. Use a wide range of topic-specific vocabulary. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 80 • Ask the students work in pairs. Read the text again. Are the sentences true or false? Write T or F. Correct the false sentences.. Check answers as a class Ex: 6 P: 81 • Ask the student match the highlighted nouns in the text with definitions 1–8 Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 81 • In pairs, read the text. For questions 2–5, circle the correct options (a–d). Elicit responses and encourage discussion Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the text again. Are the sentences true or false? Write T or F. Correct the false sentences. ANSWERS 1 F He attracted many more fans. 2T 3T 4T 5 F Most of Zoella's fans forgave her, but many media experts saw her book controversy as a sign that the media corporations were taking control of vloggers. • Learners match the highlighted nouns in the text with definitions 1–8. ANSWERS 1 providers 2 platform 3 accessibility 4 channel 5 content 6 subscribers 7 feedback 8 interaction • Learners work in pairs. Discuss the questions. ANSWERS Student’s own answer |
Descriptor: - read the text - correct the false sentences.. Total: 2 point
Self assessment Descriptor: - match the highlighted nouns - complete the task Total: 2 point Descriptor: - work in pairs - discuss the questions Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
|
|
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 91 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Photo comparison Summative assessment for the unit 8 |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics; 11.3.2.1 -ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics; |
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Lesson objectives |
Learners will be able to: ● Students will be able to compare and contrast photos at a discourse level using sentence frames and partner support. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 82 • Ask the students work in pairs. Describe one photo each (A or B). What do you think is happening? Use the phrases below to help you. Check answers as a class Ex: 2 P: 82 • Ask the student read the Speaking Strategy. Then put the adjectives below into two groups: positive and negative. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 82 • In pairs, read the Learn this! box below. Which adverb can be used to modify both ordinary and extreme adjectives? Elicit responses and encourage discussion Ex: 4 P: 82 Ask the student read the task above. Then listen to a student doing the task. Answer the questions. Summative assessment for the unit 8 Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Describe one photo. use the phrases below to help you. ANSWERS Student’s own answer • Learners put the adjectives below into two groups: positive and negative. . ANSWERS Positive delighted, ecstatic, fascinated, hilarious, thrilled, wonderful Negative awful, exhausted, miserable, starving, terrible, terrified • Learners read the Learn this! box below. Answer the question ANSWERS absolutely, totally • Learners read the task above. Then listen to a student doing the task. Answer the questions ANSWERS 1 really glamorous, absolutely wonderful, totally fascinated, thrilled 2 the advantages |
Descriptor: - work in pairs - describe one photo Total: 2 point
Self assessment Descriptor: - put the adjectives below into two groups: - complete the task Total: 2 point Descriptor: - read the Learn this! box - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
|
|
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 92 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson titl |
A formal letter |
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Learning objectives |
11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter -paragraph level] on a range of more complex and abstract general and curricular topics; |
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Lesson objectives |
Learners will be able to: Write a formal letter on the given topic using appropriate style and plan of a given genre with no support. Identify situations that require formal business letter writing |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 83 • Ask the students work in pairs. Work in pairs. Discuss the questions. Check answers as a class Ex: 2 P: 83 • Ask the student read the task above and the letter below. In which paragraph does the letter include a) a description, b) a proposal, and c) some suggestions? Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 83 • Explain the task and then give Ss time to complete it. Ask read the Writing Strategy. Find formal expressions in the letter for the informal words and phrases below Reference section. Check Ss answers around the class. Ss justify their answers. Ex: 4 P: 83 • Explain the task and read out the example. Give Ss time to complete the task. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Discuss the questions ANSWERS Student’s own answer • Learners read the task above and the letter below. Answer the question ANSWERS Paragraph 1 a proposal Paragraph 2 a description Paragraph 3 some suggestion • Learners read the Writing Strategy. Find formal expressions in the letter for the informal words and phrases below ANSWERS a I would like to suggest that we b put forward my proposal c is due to take place d overcome many obstacles e achieve his goals f My suggestions are as follows g made rapid progress h suffered i would be of the same opinion • Learners rewrite the informal sentences in an appropriate formal style using the words in brackets ANSWERS 1 l am writing to offer my suggestions for the school leavers' speech. 2 I would like to recommend that you invite our MP to make a speech. 3 These are my reasons for inviting her. 4 In my view, her career is an inspiring one. 5 Furthermore, she has also contributed a great deal to charity. 6 I have no doubt that we would benefit from hearing her views. 7 I would be grateful if you would consider my suggestions. 8 I look forward to hearing from you at your earliest convenience. |
Descriptor: - work in pairs - discuss the questions Total: 2 point
Self assessment Descriptor: - read the Writing Strategy - find formal expressions in the letter for the informal words Total: 2 point Descriptor: - rewrite the informal sentences - use the words in brackets Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
|
|
Short term plan: term 4
|
Unit 9: The science of clothes |
Lesson 93 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson titl |
We are what we wear |
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Learning objectives |
11.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 11.2.5.1 - recognise 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 11.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: Identify the functional, social, and psychological aspects that influence clothing choice. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 84 • Ask the students work in pairs. Work in pairs. Discuss the questions Check answers as a class Ex: 2 P: 84 • Ask the student check the meaning of the words below. Then match the words to the photos Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 84 • Explain the task and then give Ss time to complete it. Ask complete the sentences with the materials from exercise 2 Reference section. Check Ss answers around the class. Ex: 4 P: 84 • Explain the task and read out the example. Give Ss time to complete the task. Check the labels if you aren’t sure. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Discuss the questions ANSWERS Student’s own answer • Learners below ANSWERS B leather shoes C nylon stockings D denim jeans E fur coat F wool(en) scarf G silk tie H polyester tracksuit • Learners complete the sentences with the materials from exercise 2 ANSWERS 1 Wool 2 Cotton 3 Silk 4 Leather 5 Nylon 6 Denim • Learners answer the question. ANSWERS Student’s own answer |
Descriptor: - work in pairs - discuss the questions Total: 2 point
Self assessment Descriptor: - check the meaning of the words Total: 2 point Descriptor: - answer the question. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
|
|
Short term plan: term 4
|
Unit 9: The science of clothes |
Lesson 94 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson titl |
We are what we wear |
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Learning objectives |
11.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.5.3.1 - write with grammatical accuracy on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: Understand that clothing choices are based on several factors including functionality, personal tastes, and social/psychological needs. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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|
Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
|
Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 85 • Ask the students look at the diagram of the manufacturing process below. Which fabric do you think it refers to? Check answers as a class Ex: 6 P: 85 • Ask the student complete the article with the passive form of the verbs in the box. Then listen to two experts talking about how this fabric is produced in Kazakhstan and check your answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 85 • Explain the task and then give Ss time to complete it. Ask listen again and match the words to the definitions. Check Ss answers around the class. Ex: 8 P: 85 • Explain the task and read out the example. Give Ss time to complete the task. Read the Recycle! box. Then listen again and write complete sentences using the prompts. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the diagram of the manufacturing process below. Answer the question ANSWERS cotton • Learners complete the article with the passive form of the verbs in the box ANSWERS 1 planted 2 harvested 3 transported 4 separated 5 compressed 6 processed 7 saturated 8 applied • Learners listen again and match the words to the definitions ANSWERS 1 crops 2 bolls 3 4 gin 5 bales 6 yarn • Learners read the Recycle! box. Then listen again and write complete sentences using the prompts ANSWERS 1 The Better Cotton Initiative organisation have been working with 43 farmers in Kazakhstan since 2016. 2 This year the farmers have produced over 1,000 tonnes of cotton. 3 They have had cotton-picking machines for about five years. 4 The machines have increased efficiency. 5 Sarah has worked in the cotton industry for many years. 6 A factory has recently opened in the area. |
Descriptor: - look at the diagram - answer the question Total: 2 point
Self assessment Descriptor: - complete the article - match the Total: 2 point Descriptor: - listen again and match the words Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 95 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson titl |
Emphasis |
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Learning objectives |
11.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.5.3.1 - write with grammatical accuracy on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: Use skills such as brainstorming, discussion to gather information Practice expressing structures with emphasis without support |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 86 • Ask the students read the opinions below. Who do you think should be responsible for reducing litter? Check answers as a class Ex: 2 P: 86 • Ask the student read the Learn this! box. Then find examples of each rule in exercise 1. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 86 • Explain the task and then give Ss time to complete it. Ask read the Learn this! box. Then find two examples in exercise 1. How would the sentences read without the emphatic structure? Check Ss answers around the class. Ex: 4 P: 86 • Explain the task and rewrite the sentences to make a contrast. Begin with It and emphasise the underlined words. Give Ss time to complete the task. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the opinions below and answer the question ANSWERS Student’s own answer. • Learners read the Learn this! box. Then find examples of each rule in exercise 1. ANSWERS 1 a... it's them who cause all the problems. b What they should do is employ extra staff to help clean up the streets. 2 All the government needs to do is force companies to use • Learners find examples of each rule to make a contrast. Begin with It and emphasise the underlined words ANSWERS 2 It's a debit card which / that I've got, not a credit card. 3 It was in 1916 when / that the first supermarket opened, not 1920. 4 It's her aunt who/ that works in a store, not her mum. 5 It's low prices which / that many people want, not quality. 6 It's on Friday when / that the sales start, not today. 7 It's teenagers who / that I blame for the litter, not the restaurants. • Learners read the Learn this! box. Then find two examples in exercise 1. How would the sentences read without the emphatic structure? ANSWERS One thing I can't stand is all the litter outside fast food restaurants. - I can't stand all the litter outside fast food restaurants. The people I blame are the teenagers - I blame the teenagers |
Descriptor: - read the opinions - answer the question Total: 2 point
Self assessment Descriptor: - read the Learn this! box - find examples of each rule Total: 2 point Descriptor: - find examples of each rule - to make a contrast Total: 2 point Descriptor: - read the Learn this! box - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 96 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson titl |
Moneyless living |
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Learning objectives |
11.1.8.1 - develop intercultural awareness through reading and discussion 11.2.5.1 - recognise 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 11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: Synthesize information from the reading passage about moneyless living. Demonstrate the correct use of money idioms. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 87 • Ask the students work in pairs. Describe the photo. Then answer the questions Check answers as a class Ex: 2 P: 87 • Ask the student in pairs, read the text and give your opinions on the people’s lifestyles Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 87 • Explain the task and then give Ss time to complete it. Ask read the Listening Strategy and the key phrases. Which do you use most often? Check Ss answers around the class. Ex: 4 P: 87 • Explain the task and listen to the information about Daniel and Heidemarie and decide if each sentence is fact (F) or opinion (O). Write F or O. What words were used to introduce the sentences?. Check Ss' answers around the class. Ex: 5 P: 87 • Ask the student listen to three recordings and choose the correct answers (a, b or c). Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Describe the photo. Then answer the questions ANSWERS Student’s own answer . • Learners in pairs, read the text and give your opinions on the people’s lifestyles ANSWERS Student’s own answer • Learners read the Listening Strategy and the key phrases. Which do you use most often? ANSWERS Student’s own answer • Learners listen to the information about Daniel and Heidemarie and decide if each sentence is fact ANSWERS 1 fact (... it's true that...) 2 opinion (... in Daniel's view...) 3 fact (The truth is) 4 fact (In fact) 5 fact (Undeniably) 6 opinion (She believed • Learners listen to three recordings and choose the correct answers ANSWERS 1 b 2 b 3 a |
Descriptor: - work in pairs - answer the question Total: 2 point
Self assessment Descriptor: - read the text - give your opinions Total: 2 point Descriptor: - listen to the information about Daniel - decide if each sentence is fact Total: 2 point Descriptor: - listen to three recordings - listen to three recordings Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 97 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson titl |
Participle clauses |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.7.1 - use appropriate subject -specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about shopping online using Participle clauses. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 88 • Ask the students what are some of the advantages and disadvantages of shopping online? Check answers as a class Ex: 2 P: 88 • Ask the student read the text. Does it mention any of your ideas in exercise 1? Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 88 • Explain the task and then give Ss time to complete it. Ask Ss read the Learn this! box. Match the highlighted examples in exercise 2 with rules 1–5. Then rewrite them expanding participle clauses like example 1–5 below. Check Ss answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners answer the questions. ANSWERS Student’s own answer . • Learners read the text. Answer the question. ANSWERS Student’s own answer • Learners read the Learn this! box. Match the highlighted examples. Then rewrite them expanding participle clauses. ANSWERS 1 high street stores struggling to compete - high street stores which/that are struggling to compete 2 enjoying the convenience and cheapness of online shopping - while they are enjoying the convenience and cheapness of online shopping 3 Having made an online order - After they have made an online order 4 knowing that only one will fit - because they know that only one will fit 5 Used sensibly - If it is used sensibly |
Descriptor: - answer the question Total: 2 point
Self assessment Descriptor: - read the text - answer the question Total: 2 point Descriptor: - read the Learn this! box - match the highlighted examples. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 98 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
Participle clauses |
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Learning objectives |
11.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics; 11.5.5.1 - develop with minimal support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics; |
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Lesson objectives |
Learners will be able to: Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about shopping online using Participle clauses. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 4 P: 88 • Explain the task and complete the participle clauses (1–6) with the correct form of the verbs below. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 5 P: 878• Ask the student rewrite the sentences. Start each one with a participle clause. Ex: 6 P: 88 • Ask the student read the Learn this! box. Then complete the second sentence so that it has the same meaning as the first. Use participle clauses. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
.• Learners complete the participle clauses. ANSWERS 1 Having paid 2 Realising 3 spending 4 Having been charged/Charged 5 Not being 6 Kept • Learners rewrite the sentences. Start each one with a participle clause. ANSWERS 2 Having been open for just six months, the bookshop closed in November. 3 Not having any money, I couldn't afford a cab. 4 Opened in 1905, Berlin's KaDaWe is the biggest department store in Europe. 5 Bringing some benefits, online shopping also has disadvantages. 6 Not being free that evening, we didn't go to the party • Learners read the Learn this! box. Then complete the second sentence ANSWERS 1 switching to a newer mobile 2 buying a bike 3 looking for bargains 4 reading the guarantee 5 spending ten minutes looking for the store |
Descriptor: - complete the participle clauses Total: 2 point
Self assessment Descriptor: - rewrite the sentences. - start each one with a participle Total: 2 point Descriptor: - read the Learn this! Box - complete the second sentence Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 100 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
Money idioms Summative assessment for the unit 9 |
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Learning objectives |
11.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.3.7.1 - use appropriate subject -specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics 11.5.4.1 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics. |
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Lesson objectives |
Learners will be able to: Identify the theme, new words and use them as the basis for discussion. Demonstrate knowledge for usage of money idioms speaking about money. Transfer information from the given information into a graphic organizer. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 4 P: 89 • Ask the student read the Dictionary Strategy. Then find an idiom related to money in the dictionary entry below. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 5 P: 89 • Explain the task and underline the words you would look up to find the meanings of these idioms 1–7. Match idioms 1–7 with definitions a–g. Use a dictionary to help you. Check Ss' answers around the class. Ex: 6 P: 89 • Ask the student complete the sentences. Use each idiom from exercise 5 once Check Ss' answers around the class. Summative assessment for the unit 9 Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
.• Learners read the Dictionary Strategy. Then find an idiom related to money. ANSWERS • Learners underline the words you would look up to find the meanings of these idioms 1–7. Match idioms 1–7 with definitions a–g ANSWERS 1g 2 b 3d 4c 5e 6a 7f • Learners complete the sentences. Use each idiom from exercise 5 once ANSWERS 1 make ends meet 2 be in the red 3 tightening my belt 4 made a fortune 5 living hand to mouth 6 live in the lap of luxury 7 paid through the nose |
Descriptor: - read the Dictionary Strategy - find an idiom Total: 2 point
Self assessment Descriptor: - underline the words - find the meanings of these idioms - Match idioms with definitions Total: 2 point Descriptor: - complete the sentence - use each idiom Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 101 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
Playing with our emotions |
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Learning objectives |
11.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers 11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics |
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Lesson objectives |
Learners will be able to: Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about the benefits of advertising techniques. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 90 • Ask the student work in pairs. Discuss the questions. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 90 • Explain the task and read the article. Do you agree with the conclusion of the article? Check Ss' answers around the class. Ex: 3 P: 90 • Ask the student read the Reading Strategy and the article again. Match sentences A–F with gaps 1–4. There are two extra sentences. Check Ss' answers around the class. Ex: 4 P: 90 • Explain the task and read the article again and tick ✓ the advertising techniques which are mentioned. Then number them in the order they are mentioned? Check Ss' answers around the class. Ex: 5 P: 90 • Ask the student complete the sentences (1–8) with the highlighted words from the article in the correct form. Advertising Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
.• Learners work in pairs. Discuss the questions ANSWERS Student’s own answer • Learners read the article and answer the question ANSWERS Student’s own answer • Learners read the Reading Strategy and the article again. Match sentences A–F with gaps 1–4. ANSWERS 1 d 2 c 3 f 4 a • Learners read the article again and tick ✓ the advertising techniques which are mentioned. ANSWERS The following techniques are mentioned: 1, 3 and 5. They are mentioned in the following order: 5, 1, 3. • Learners complete the sentences (1–8) with the highlighted words from the article in the correct form ANSWERS 1 slogan 2 consumers 3 jingle 4 endorsements 5 commercials 6 brands 7 launch 8 logo |
Descriptor: - work in pairs - discuss the questions Total: 2 point
Self assessment Descriptor: - read the article - answer the question Total: 2 point Descriptor: - read the Reading Strategy - Match sentences with gaps Total: 2 point Descriptor: - read the article again - tick ✓ the advertising Total: 2 point Descriptor: - complete the sentences Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9 The science of clothes |
School: |
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Date: |
Teacher name: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Summative Control work for the 4th term. |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics 11.5.6.1 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics 11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: -identify language style, tone and voice of the speaker - compile personal vocabulary lists -use different points of view and roles retelling stories and events |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min |
Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up Method speaking phone was used to develop speaking skills.
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Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture |
Formative Assessment
Good job! Assessment criteria -Identify detailed information in extended conversation with support |
Pictures Student’s book |
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Middle of the lesson Presentation part. 35 min |
LISTENING Task. Listen to a science programme about smart homes and choose the best answers. READING Task. Read the text and answer the questions WRITING Write an essay expressing your opinion about teenage fashion in Kazakhstan. Is your opinion more positive or negative? Write 200-250 words. SPEAKING Task. You are given a card with a topic and questions to speak about for 1-2 minutes. Before you speak you have one minute to think about what you are going to say. Card 1. The two pictures show people dealing with information in different ways. Find the similarities and differences using the ideas given below. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students listen to a science programme about smart homes and choose the best answers. Answers: Students read the text and answer the questions Answers: Students write an essay expressing your opinion about teenage fashion in Kazakhstan. Answers: Students are given a card with a topic and questions to speak about for 1-2 minutes. Before you speak you have one minute to think about what you are going to say. Answers: |
Descriptor: - listen to a science programme - choose the best answers. Total: 6 point Descriptor: - read the text - answer the questions Total: 6 point - write an essay Total: 6 point Descriptor: -can answer the question Total: 6 point |
Cards Worksheets |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! |
Poster
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 101 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
Photo comparison |
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Learning objectives |
11.5.6.1 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics 11.6.2.1 - use a variety of determiners relating to nouns for generic uses, some appositional uses and textual reference on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: Develop listening skills for gist and specific information in the context to describe two photos. Recognize and use key phrases for talking about two pictures |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
|
Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 92 • Ask the student work in pairs. Compare the photos and say what you might buy in each place. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 92 • Explain the task and read the task above. Then listen to a student doing the task and her answer to the examiner’s follow-up question. Answer the questions Check Ss' answers around the class. Ex: 3 P: 92 • Ask the student work in pairs. Answer the questions. Check Ss' answers around the class. Ex: 4 P: 92 • Explain the task and read the Speaking Strategy. How many more formulaic phrases can you think of for each function? Check Ss' answers around the class. Ex: 5 P: 92 • Ask the student listen again and answer the question. Check Ss' answers around the class. Ex: 7 P: 92 • Ask the student listen to another student doing the task on his own. Answer the questions in exercise 2 about him. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Compare the photos and say what you might buy in each place. ANSWERS Student’s own answer • Learners read the task above. Then listen to a student doing the task and her answer to the examiner’s follow-up question. Answer the questions ANSWERS 1 A, the flea market 2 Her friend Sally likes individual things and prefers things that no one else has. She doesn't wear many brands or designer clothes apart from jeans so the shopping centre isn't her taste. 3 She's asked which place she would prefer to go shopping. 4 B, the shopping centre • Learners work in pairs. Answer the questions. ANSWERS Student’s own answer • Learners read the Speaking Strategy. How many more formulaic phrases can you think of for each function? ANSWERS Introducing opinions In my opinion, ...; as I see it, ...; to my mind, ...; I think ...; I believe... Making additional points also; As well as that, ...; In addition,... Giving examples for example; such as; like Contrasting points but; although; even though; in contrast Gaining time Let me consider that for a moment. Hmm, let me think. • Learners listen to another student doing the task on his own. Answer the questions in exercise 2 about him. ANSWERS 1 think 2 main 3 thing 4 Another 5 top 6 definitely 7 reasons 8 opinions 9 sure 10 argued 11 arguing 12 suppose |
Descriptor: - work in pairs - сompare the photos Total: 2 point
Self assessment Descriptor: - read the task above. - answer the question Total: 2 point Descriptor: - work in pairs - answer the question Total: 2 point Descriptor: - read the Speaking Strategy - answer the question Total: 2 point Descriptor: - listen to another student - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
|
|
Short term plan: term 4
|
Unit 9: The science of clothes |
Lesson |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
A letter to a newspaper |
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Learning objectives |
11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics 11.5.6.1 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about what you would like to write in a letter to a newspaper. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
|
Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 93 • Ask the student work in pairs. Discuss the questions. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 93 • Explain the task and read the task above. How would you answer the question? Make notes on your ideas. Check Ss' answers around the class. Ex: 3 P: 93 • Ask the student read the letter and answer the questions. Check Ss' answers around the class. Ex: 4 P: 93 • Explain the task and read the Writing Strategy. Match the highlighted words in the text with pairs of words below that have a similar meaning Check Ss' answers around the class. Ex: 5 P: 93 • Ask the student find words from exercise 4 that the writer uses in order to avoid repeating each of the highlighted words Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Discuss the questions. ANSWERS Student’s own answer • Learners read the task above. How would you answer the question? Make notes on your ideas. ANSWERS • Learners read the letter and answer the questions. ANSWERS 2 Paragraph 1: reasons for writing; Paragraph 2: opinion and reasons; Paragraph 3: suggestions; Paragraph 4: statement of faith in the measures 3 Students' own answers. • Learners read the Writing Strategy. Match the highlighted words in the text with pairs of words below that have a similar meaning ANSWERS 1 suggest 2 reduced 3 stated 4 increase 5 true • Learners find words from exercise 4 that the writer uses in order to avoid repeating each of the highlighted words ANSWERS stated claimed increase-rise true- undeniable reduced - cut suggest - put forward |
Descriptor: - work in pairs - discuss the questions Total: 2 point
Self assessment Descriptor: - read the task above. - make notes on your ideas Total: 2 point Descriptor: - read the letter - answer the questions. Total: 2 point Descriptor: - read the Writing Strategy. - match the highlighted words Total: 2 point Descriptor: - find words from exercise Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
|
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
|
Poster Success
|
|
Жүктеу
ЖИ арқылы жасау
ЖИ арқылы жасау
Бөлісу
1 - айлық
Материал тарифі-96% жеңілдік
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Көрнекіліктер
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Жариялаған:
Калтаева Динара Ақбалақызы
02 Мамыр 2025
218Шағым жылдам қаралу үшін барынша толық ақпарат жіберіңіз
қмж Solution-11, 4-тоқс
Тақырып бойынша 14 материал табылды
қмж Solution-11, 4-тоқс
Материал туралы қысқаша түсінік
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Материалдың қысқаша нұсқасы
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 81 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Living with technology |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.2.1 -ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: Practice expressing personal attitudes toward the topic; Consider how technology has both improved our lives and created new threats to environmental and human health. |
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Value links |
Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In
|
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
|
Middle of the lesson Presentation part. 30 min |
Ex:1 P:74 • Go through the Speaking Strategy together. Work in pairs. Discuss the questions. Check answers as a class. Ex: 2 P: 74 • In pairs, students check the meaning of the words below. Then match the words to the photos. Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 74 • Ask the work in pairs. Take turns to describe one of the gadgets without saying the name. Your partner must guess the gadget. Check answers as a class Ex: 4 P: 74 • Ask the students listen to four people talking about different gadgets. Match the speakers (1-4) to the gadgets from exercise 2 Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Discuss the questions ANSWERS Student’s own answer • Learners check the meaning of the words below. Then match the words to the photos. ANSWERS A games console B power bank C VR headset D drone E robot assistant F fitness tracker G action camera H smart speaker • Learners work in pairs. Take turns to describe one of the gadgets without saying the name. Your partner must guess the gadget. ANSWERS Student’s own answer • Learners listen to four people talking about different gadgets. Match the speakers. ANSWERS 1 smart speaker 2 fitness tracker 3 action camera 4 power bank |
Descriptor: - work in pairs. - answer the questions Total: 2 point
Self assessment Descriptor: - check the meaning - match the words to the photos Total: 2 point Descriptor: - work in pairs - describe one of the gadgets Total: 2 point Descriptor: - listen to four people - Match each speaker to a job Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
|
Poster Success
|
|
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 82 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Living with technology |
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|
Learning objectives |
11.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics 11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics |
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Lesson objectives |
Learners will be able to: Practice expressing personal attitudes toward the topic; Consider how technology has both improved our lives and created new threats to environmental and human health. |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In Focus attention on the word “technology”. Begin by asking students what they think technology is |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
|
Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 74 • Ask the students listen again and complete the sentences in your own words. Check answers as a class Ex: 6 P: 74 • In pairs, students work in groups. Choose three gadgets from exercise 2. Discuss some of the different ways of using them at home, at school and at work. Make notes. Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 74 • Ask the students read the article about how technology is changing the world. Were any of your ideas in exercise 6 mentioned? Check answers as a class Ex: 8 P: 74 • Ask the students complete the article with the verbs in the box Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen again and complete the sentences in your own words. ANSWERS 1 might hear his conversations if he leaves his smartphone on. 2 her company may be able to know where she is all the time. 3 not ever watch the videos he's made. 4 that she was always looking at her phone • Learners work in groups. Choose three gadgets. ANSWERS Student’s own answer • Learners read the article about how technology is changing the world. ANSWERS Student’s own answer • Learners complete the article with the verbs in the box ANSWERS 1 identify 2 locate 3 capture 4 inspect 5 stream 6 explore 7 immerse 8 connect |
Descriptor: - listen again and complete the sentences Total: 2 point
Self assessment Descriptor: - work in groups - choose three gadgets. Total: 2 point Descriptor: - read the article about how technology is changing the world. Total: 2 point Descriptor: - complete the article with the verbs Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
|
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
|
Poster Success
|
|
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 83 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Past Perfect Simple and Past Perfect Continuous |
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Learning objectives |
11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.6.9.1 - use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: Discuss topic questions in complex sentences. Identify and use Past Perfect Simple and Past Perfect Continuous without support |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
|
Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 76 • Ask the students read the text. What is a stunt double? Who might have one and why? Check answers as a class Ex: 2 P: 76 • In pairs, students read the Learn this! box. Find all the examples of the past perfect simple and past perfect continuous in the text and match them with rules a–d. Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 76 • Ask the students complete the sentences with the verbs in brackets. Use the past perfect simple or past perfect continuous. Then match each sentence with a rule in the Learn this! box Check answers as a class Ex: 4 P: 76 • Ask the students use of English Complete the sentences with the correct form of the words in brackets. Use the past perfect simple or past perfect continuous. Use no more than five words, including the words provided. Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the text. What is a stunt double? Who might have one and why? ANSWERS A stunt double is a person who looks like an actor and who performs dangerous stunts (dangerous and difficult actions that somebody does to entertain people especially as part of a film) instead of the actor in a film. An actor does not usually perform dangerous stunts because they might get hurt, whereas the stunt double is trained to do such stunts. • Learners students read the Learn this! box. Find all the examples of the past perfect simple and past perfect continuous in the text ANSWERS a he'd spent; His maths had never been good enough; he had won; had received b he had been learning Paul had (always) wanted d He hadn't been doing • Learners complete the sentences with the verbs in brackets. Use the past perfect simple or past perfect continuous ANSWERS 1 had finished – a 2 had been planning - d 3 hadn't been waiting-b 4 had been queuing - d 5 had known-c 6 hadn't been wearing-b 7 had been trying-d 8 had won - a • Learners Complete the sentences with the correct form of the words in brackets. Use the past perfect simple or past perfect continuous ANSWERS 1 had been acting for years 2 hadn't visited the USA 3 had been watching television 4 had wanted to see 5 hadn't managed to buy 6 hadn't been working for 7 Had you left university |
Descriptor: - read the text -answer the question Total: 2 point
Self assessment Descriptor: - read the Learn this! box - find all the examples Total: 2 point Descriptor: - Complete the sentences with - use the past perfect simple or past perfect continuous Total: 2 point Descriptor: - complete the article with the verbs Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
|
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
|
Poster Success
|
|
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 84 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Press intrusion |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.2.1 -ask and respond with appropriate syntax and vocabulary to open - ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics |
||
|
Lesson objectives |
Learners will be able to: Use skills such as brainstorming, discussion to gather information and use active vocabulary. Practice expressing personal attitudes toward the topic. |
||
|
Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
||
|
Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
|
Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 77 Speak about the function of a drone. How is drone connected with press intrusion? In pairs, students ask and answer the questions. Monitor and check their vocabulary, pronunciation and grammar. Ex: 2 P: 77 • In pairs, students read the magazine article. Do you think that the paparazzi should be able to use drones? Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 77 • Ask the students In pairs, check the meaning of the words and phrases below. How many can you find in the text? Check answers as a class Ex: 4 P: 77 • Ask the students read the Listening Strategy. Then listen and underline the correct words to complete the sentences. Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Answer the question. ANSWERS Student’s own answer • Learners read the magazine article. Do you think that the paparazzi should be able to use drones? ANSWERS Student’s own answer • Learners In pairs, check the meaning of the words and phrases below. How many can you find in the text? ANSWERS Six: paparazzi, be in the public eye, invade someone's privacy, celebrities, press regulators, privacy laws • Learners read the Listening Strategy. Then listen and underline the correct words to complete the sentences ANSWERS 1 packed 2 spied on 3 determined 4 generous 5 gossip |
Descriptor: - work in pairs -answer the question Total: 2 point
Self assessment Descriptor: - read the magazine article - answer the question Total: 2 point Descriptor: - In pairs, check the meaning of the words - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
|
End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
|
Poster Success
|
|
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 85 |
||
|
Teacher name: |
|
||
|
Date: |
|
||
|
Grade: 11 |
Number present: |
absent: |
|
|
Lesson title |
Press intrusion |
||
|
Learning objectives |
11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics |
||
|
Lesson objectives |
Learners will be able to: Use skills such as brainstorming, discussion to gather information and use active vocabulary. Practice expressing personal attitudes toward the topic. |
||
|
Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
||
|
Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
|
Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 77 Ask the students check the meaning of all the adjectives. Choose the adjective describing the attitude of each speaker (a, b or c). Then listen again and check. Use your answers to exercise 4 to help you. Check answers as a class Ex: 6 P: 77 • In pairs, Listen and match the speakers (1–4) with sentences A–E. Write the correct number. There is one extra sentence Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 77 • Ask the students work in pairs. Discuss the questions. Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners check the meaning of all the adjectives ANSWERS 1 a 2 b 3b 4c 5a • Learners match the speakers (1–4) with sentences A–E. ANSWERS Student’s own answer • Learners work in pairs. Discuss the questions, ANSWERS Student’s own answer |
Descriptor: - check the meaning of all the adjectives Total: 2 point
Self assessment Descriptor: - match the speakers - complete the task Total: 2 point Descriptor: - work In pairs, - Discuss the questions, Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Recent advances in technology |
Lesson 86 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Used to and would |
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Learning objectives |
11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics 11.5.3.1 - write with grammatical accuracy on a wide range of general and curricular topics 11.6.3.1 - use a variety of adjectives complemented by that, infinitive and why- clauses on a wide range of general and curricular topics ; |
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Lesson objectives |
Learners will be able to: Practice expressing personal attitudes toward the topic. Demonstrate correct use of the taught structures without support. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 78 Ask the students read the text. What is unusual about Akrit Jaswa. Check answers as a class Ex: 2 P: 78 • In pairs, read the Learn this! box. Then find all the examples of used to and would in the text. Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 78 • Ask the student complete the sentences with the correct form of used to or would. In which sentences is either possible? Ex: 4 P: 78 • Ask the students read the text and correct any mistakes with used to, would or the past Check answers as a class Ex: 5 P: 78 • Ask the students complete the sentences with the correct form of the words in brackets. Do not change the order of the words. You can add up to three other words Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the text. What is unusual about Akrit Jaswal? ANSWERS He is extremely intelligent and he did unusual things at a very young age. • Learners 2 read the Learn this! box. Then find all the examples of used to and would in the text ANSWERS He didn't use to play; he used to read a lot; And what did he use to read... ?; He... would read everything • Learners 2 read the Learn this! box. Then find all the examples of used to and would in the text ANSWERS 1 used to work 2 used to go/would go 3 used to have 4 Did/Didn't she use to wear 5 used to follow / would follow • Learners 2 read the Learn this! box. Then find all the examples of used to and would in the text ANSWERS 1 correct 2 used to own 3 correct 4 enjoyed 5 lasted 6 used to be 7 correct • Learners complete the sentences with the correct form of the words in brackets. ANSWERS 1 used to want to 2 did you use to have 3 he would do 4 Didn't she use to 5 would let |
Descriptor: - read the text - answer the question Total: 2 point
Self assessment Descriptor: - read the Learn this! Box - complete the task Total: 2 point Descriptor: - read the Learn this! box - Discuss the questions, Total: 2 point Descriptor: - complete the sentences with the correct form Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Recent advances in technology |
Lesson 87 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Verb patterns |
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Learning objectives |
11.1.8.1 - develop intercultural awareness through reading and discussion 11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics |
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Lesson objectives |
Learners will be able to: Discuss topic questions in simple phrases and sentences. Apply comprehension strategies to the text about the attitude to celebrities. Identify and use verb patterns with support. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 79 Ask the students read the message board. Do you agree with any of the opinions? Check answers as a class Ex: 2 P: 79 • In pairs, read the read the Learn this! box. Find all the adjectives in exercise 1. Do they come before a noun or after a linking verb? Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 78 • Ask the student look again at the adjectives that come before a noun in exercise 1. Match them with the categories (size, age, colour, etc.) in the Learn this! box In which sentences is either possible? Ex: 4 P: 78 • Ask the students complete the sentences with the adjectives in brackets in the correct order Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the message board. Do you agree with any of the opinions? ANSWERS Student’s own answer • Learners read the Learn this! box. Find all the adjectives in exercise 1. Do they come before a noun or after a linking verb? ANSWERS Before a noun talented young (actress); selfless (charity work); huge (movie fan); baggy white (trousers); silver (shoes); self-satisfied (celebrities); huge modern (homes); young (children) After a linking verb (she's) great; (looks) stunning; (she's) Amazing!; (get really) annoyed • Learners look again at the adjectives that come before a noun in exercise 1. Match them with the categories (size, age, colour, etc.) in the Learn this! box. ANSWERS talented - opinion; young - age; selfless - opinion; huge-size; baggy - size; white - colour; silver - colour; self-satisfied - opinion; huge - size; modern - age; • Learners complete the sentences with the adjectives in brackets in the correct order ANSWERS 1 vain young Portuguese 2 long white Japanese 3 ridiculous massive red 4 1960s black Italian 5 ugly modern |
Descriptor: - read the message - answer the question Total: 2 point
Self assessment Descriptor: - read the Learn this! Box - complete the task Total: 2 point Descriptor: - look again - match them with the categories Total: 2 point Descriptor: - complete the sentences with the adjectives Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Recent advances in technology |
Lesson 88 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Verb patterns |
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Learning objectives |
11.1.8.1 - develop intercultural awareness through reading and discussion 11.3.3.1 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics 11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics |
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Lesson objectives |
Learners will be able to: Discuss topic questions in simple phrases and sentences. Apply comprehension strategies to the text about the attitude to celebrities. Identify and use verb patterns with support. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 79 Ask the students match the adjectives with similar meanings to make pairs. Check answers as a class Ex: 6 P: 79 • In pairs, read the Look out! box. Which adjective in each pair from exercise 5 can go a) before a noun and b) only after a linking verb? Use a dictionary to help you. Elicit responses and encourage discussion Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 78 • Ask the student choose the correct words to complete the sentences. Sometimes both are possible. In which sentences is either possible? Ex: 8 P: 78 • Ask the students work in pairs. Using adjectives and linking verbs, tell your partner about a famous person you would like to meet. Check answers as a class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners match the adjectives with similar meanings to make pairs. ANSWERS afraid - frightened; alive - living; alone - lonely; angry - annoyed; asleep - sleeping; glad - happy • Learners read the Look out! box. Which adjective in each pair from exercise 5 can go a) before a noun and b) only after a linking verb? Use a dictionary to help you. ANSWERS a angry, frightened, happy, living, lonely, sleeping afraid, alive, alone, annoyed, asleep, glad • Learners choose the correct words to complete the sentences. Sometimes both are possible. ANSWERS Student’s own answer • Learners work in pairs. Using adjectives and linking verbs, tell your partner about a famous person you would like to meet ANSWERS Student’s own answer |
Descriptor: - match the adjectives - make pairs Total: 2 point
Self assessment Descriptor: - read the Look out! box - use a dictionary to help you. Total: 2 point Descriptor: - choose the correct word - complete the sentences Total: 2 point Descriptor: - work in pairs - Use adjectives and linking verbs Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Recent advances in technology |
Lesson 89 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Vloggers |
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Learning objectives |
11.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: Practice expressing personal attitudes toward the topic. Use a wide range of topic-specific vocabulary. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 80 Focus attention on the photo and elicit ideas about where it is. A person who regularly posts short videos to a vlog. A vlog is designed to share experiences, thoughts, and ideas with an audience. It is a form of communication which is used to engage an audience in a personal fashion Ex: 2 P: 80 • Ask the student read the text and answer the questions Students can compare answers in pairs before you check answers with the class Ex: 3 P: 80 Ask the student read Read the Reading Strategy. Then read the first question in exercise 4, followed by paragraph A. When you have chosen the correct answer (a, b, c or d), read the paragraph again and decide why the other options are wrong Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 4 P: 78 • In pairs, read the text. For questions 2–5, circle the correct options (a–d). Elicit responses and encourage discussion Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the headlines. Do you think they could appear in the media in your country? Why? / Why not? Which type of media do you prefer to use, TV or the internet? Why?. ANSWERS Student’s own answer • Learners read the text and answer the questions ANSWERS 1B 2C 3 E • Learners read the text and answer the questions ANSWERS 1b 2a 3d 4c 5 b |
Descriptor: - look at the headlines - answer the question Total: 2 point
Self assessment Descriptor: - read the text - answer the questions Total: 2 point Descriptor: - answer the questions - complete the sentences Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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|
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 90 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Vloggers |
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Learning objectives |
11.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics |
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Lesson objectives |
Learners will be able to: Practice expressing personal attitudes toward the topic. Use a wide range of topic-specific vocabulary. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 80 • Ask the students work in pairs. Read the text again. Are the sentences true or false? Write T or F. Correct the false sentences.. Check answers as a class Ex: 6 P: 81 • Ask the student match the highlighted nouns in the text with definitions 1–8 Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 81 • In pairs, read the text. For questions 2–5, circle the correct options (a–d). Elicit responses and encourage discussion Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the text again. Are the sentences true or false? Write T or F. Correct the false sentences. ANSWERS 1 F He attracted many more fans. 2T 3T 4T 5 F Most of Zoella's fans forgave her, but many media experts saw her book controversy as a sign that the media corporations were taking control of vloggers. • Learners match the highlighted nouns in the text with definitions 1–8. ANSWERS 1 providers 2 platform 3 accessibility 4 channel 5 content 6 subscribers 7 feedback 8 interaction • Learners work in pairs. Discuss the questions. ANSWERS Student’s own answer |
Descriptor: - read the text - correct the false sentences.. Total: 2 point
Self assessment Descriptor: - match the highlighted nouns - complete the task Total: 2 point Descriptor: - work in pairs - discuss the questions Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
|
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Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 91 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson title |
Photo comparison Summative assessment for the unit 8 |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics; 11.3.2.1 -ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics; |
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Lesson objectives |
Learners will be able to: ● Students will be able to compare and contrast photos at a discourse level using sentence frames and partner support. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 82 • Ask the students work in pairs. Describe one photo each (A or B). What do you think is happening? Use the phrases below to help you. Check answers as a class Ex: 2 P: 82 • Ask the student read the Speaking Strategy. Then put the adjectives below into two groups: positive and negative. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 82 • In pairs, read the Learn this! box below. Which adverb can be used to modify both ordinary and extreme adjectives? Elicit responses and encourage discussion Ex: 4 P: 82 Ask the student read the task above. Then listen to a student doing the task. Answer the questions. Summative assessment for the unit 8 Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Describe one photo. use the phrases below to help you. ANSWERS Student’s own answer • Learners put the adjectives below into two groups: positive and negative. . ANSWERS Positive delighted, ecstatic, fascinated, hilarious, thrilled, wonderful Negative awful, exhausted, miserable, starving, terrible, terrified • Learners read the Learn this! box below. Answer the question ANSWERS absolutely, totally • Learners read the task above. Then listen to a student doing the task. Answer the questions ANSWERS 1 really glamorous, absolutely wonderful, totally fascinated, thrilled 2 the advantages |
Descriptor: - work in pairs - describe one photo Total: 2 point
Self assessment Descriptor: - put the adjectives below into two groups: - complete the task Total: 2 point Descriptor: - read the Learn this! box - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
|
|
Short term plan: term 4
|
Unit 8: Recent advances in technology |
Lesson 92 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson titl |
A formal letter |
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Learning objectives |
11.3.2.1 - ask and respond with appropriate syntax and vocabulary to open - ended higher -order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter -paragraph level] on a range of more complex and abstract general and curricular topics; |
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Lesson objectives |
Learners will be able to: Write a formal letter on the given topic using appropriate style and plan of a given genre with no support. Identify situations that require formal business letter writing |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 83 • Ask the students work in pairs. Work in pairs. Discuss the questions. Check answers as a class Ex: 2 P: 83 • Ask the student read the task above and the letter below. In which paragraph does the letter include a) a description, b) a proposal, and c) some suggestions? Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 83 • Explain the task and then give Ss time to complete it. Ask read the Writing Strategy. Find formal expressions in the letter for the informal words and phrases below Reference section. Check Ss answers around the class. Ss justify their answers. Ex: 4 P: 83 • Explain the task and read out the example. Give Ss time to complete the task. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Discuss the questions ANSWERS Student’s own answer • Learners read the task above and the letter below. Answer the question ANSWERS Paragraph 1 a proposal Paragraph 2 a description Paragraph 3 some suggestion • Learners read the Writing Strategy. Find formal expressions in the letter for the informal words and phrases below ANSWERS a I would like to suggest that we b put forward my proposal c is due to take place d overcome many obstacles e achieve his goals f My suggestions are as follows g made rapid progress h suffered i would be of the same opinion • Learners rewrite the informal sentences in an appropriate formal style using the words in brackets ANSWERS 1 l am writing to offer my suggestions for the school leavers' speech. 2 I would like to recommend that you invite our MP to make a speech. 3 These are my reasons for inviting her. 4 In my view, her career is an inspiring one. 5 Furthermore, she has also contributed a great deal to charity. 6 I have no doubt that we would benefit from hearing her views. 7 I would be grateful if you would consider my suggestions. 8 I look forward to hearing from you at your earliest convenience. |
Descriptor: - work in pairs - discuss the questions Total: 2 point
Self assessment Descriptor: - read the Writing Strategy - find formal expressions in the letter for the informal words Total: 2 point Descriptor: - rewrite the informal sentences - use the words in brackets Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
|
|
Short term plan: term 4
|
Unit 9: The science of clothes |
Lesson 93 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson titl |
We are what we wear |
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Learning objectives |
11.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 11.2.5.1 - recognise 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 11.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: Identify the functional, social, and psychological aspects that influence clothing choice. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 84 • Ask the students work in pairs. Work in pairs. Discuss the questions Check answers as a class Ex: 2 P: 84 • Ask the student check the meaning of the words below. Then match the words to the photos Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 84 • Explain the task and then give Ss time to complete it. Ask complete the sentences with the materials from exercise 2 Reference section. Check Ss answers around the class. Ex: 4 P: 84 • Explain the task and read out the example. Give Ss time to complete the task. Check the labels if you aren’t sure. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Discuss the questions ANSWERS Student’s own answer • Learners below ANSWERS B leather shoes C nylon stockings D denim jeans E fur coat F wool(en) scarf G silk tie H polyester tracksuit • Learners complete the sentences with the materials from exercise 2 ANSWERS 1 Wool 2 Cotton 3 Silk 4 Leather 5 Nylon 6 Denim • Learners answer the question. ANSWERS Student’s own answer |
Descriptor: - work in pairs - discuss the questions Total: 2 point
Self assessment Descriptor: - check the meaning of the words Total: 2 point Descriptor: - answer the question. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 94 |
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Teacher name: |
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Date: |
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Grade: 11 |
Number present: |
absent: |
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Lesson titl |
We are what we wear |
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Learning objectives |
11.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.5.3.1 - write with grammatical accuracy on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: Understand that clothing choices are based on several factors including functionality, personal tastes, and social/psychological needs. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 85 • Ask the students look at the diagram of the manufacturing process below. Which fabric do you think it refers to? Check answers as a class Ex: 6 P: 85 • Ask the student complete the article with the passive form of the verbs in the box. Then listen to two experts talking about how this fabric is produced in Kazakhstan and check your answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 85 • Explain the task and then give Ss time to complete it. Ask listen again and match the words to the definitions. Check Ss answers around the class. Ex: 8 P: 85 • Explain the task and read out the example. Give Ss time to complete the task. Read the Recycle! box. Then listen again and write complete sentences using the prompts. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the diagram of the manufacturing process below. Answer the question ANSWERS cotton • Learners complete the article with the passive form of the verbs in the box ANSWERS 1 planted 2 harvested 3 transported 4 separated 5 compressed 6 processed 7 saturated 8 applied • Learners listen again and match the words to the definitions ANSWERS 1 crops 2 bolls 3 4 gin 5 bales 6 yarn • Learners read the Recycle! box. Then listen again and write complete sentences using the prompts ANSWERS 1 The Better Cotton Initiative organisation have been working with 43 farmers in Kazakhstan since 2016. 2 This year the farmers have produced over 1,000 tonnes of cotton. 3 They have had cotton-picking machines for about five years. 4 The machines have increased efficiency. 5 Sarah has worked in the cotton industry for many years. 6 A factory has recently opened in the area. |
Descriptor: - look at the diagram - answer the question Total: 2 point
Self assessment Descriptor: - complete the article - match the Total: 2 point Descriptor: - listen again and match the words Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 95 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson titl |
Emphasis |
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Learning objectives |
11.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.5.3.1 - write with grammatical accuracy on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: Use skills such as brainstorming, discussion to gather information Practice expressing structures with emphasis without support |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 86 • Ask the students read the opinions below. Who do you think should be responsible for reducing litter? Check answers as a class Ex: 2 P: 86 • Ask the student read the Learn this! box. Then find examples of each rule in exercise 1. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 86 • Explain the task and then give Ss time to complete it. Ask read the Learn this! box. Then find two examples in exercise 1. How would the sentences read without the emphatic structure? Check Ss answers around the class. Ex: 4 P: 86 • Explain the task and rewrite the sentences to make a contrast. Begin with It and emphasise the underlined words. Give Ss time to complete the task. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the opinions below and answer the question ANSWERS Student’s own answer. • Learners read the Learn this! box. Then find examples of each rule in exercise 1. ANSWERS 1 a... it's them who cause all the problems. b What they should do is employ extra staff to help clean up the streets. 2 All the government needs to do is force companies to use • Learners find examples of each rule to make a contrast. Begin with It and emphasise the underlined words ANSWERS 2 It's a debit card which / that I've got, not a credit card. 3 It was in 1916 when / that the first supermarket opened, not 1920. 4 It's her aunt who/ that works in a store, not her mum. 5 It's low prices which / that many people want, not quality. 6 It's on Friday when / that the sales start, not today. 7 It's teenagers who / that I blame for the litter, not the restaurants. • Learners read the Learn this! box. Then find two examples in exercise 1. How would the sentences read without the emphatic structure? ANSWERS One thing I can't stand is all the litter outside fast food restaurants. - I can't stand all the litter outside fast food restaurants. The people I blame are the teenagers - I blame the teenagers |
Descriptor: - read the opinions - answer the question Total: 2 point
Self assessment Descriptor: - read the Learn this! box - find examples of each rule Total: 2 point Descriptor: - find examples of each rule - to make a contrast Total: 2 point Descriptor: - read the Learn this! box - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 96 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson titl |
Moneyless living |
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Learning objectives |
11.1.8.1 - develop intercultural awareness through reading and discussion 11.2.5.1 - recognise 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 11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: Synthesize information from the reading passage about moneyless living. Demonstrate the correct use of money idioms. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 87 • Ask the students work in pairs. Describe the photo. Then answer the questions Check answers as a class Ex: 2 P: 87 • Ask the student in pairs, read the text and give your opinions on the people’s lifestyles Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 87 • Explain the task and then give Ss time to complete it. Ask read the Listening Strategy and the key phrases. Which do you use most often? Check Ss answers around the class. Ex: 4 P: 87 • Explain the task and listen to the information about Daniel and Heidemarie and decide if each sentence is fact (F) or opinion (O). Write F or O. What words were used to introduce the sentences?. Check Ss' answers around the class. Ex: 5 P: 87 • Ask the student listen to three recordings and choose the correct answers (a, b or c). Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Describe the photo. Then answer the questions ANSWERS Student’s own answer . • Learners in pairs, read the text and give your opinions on the people’s lifestyles ANSWERS Student’s own answer • Learners read the Listening Strategy and the key phrases. Which do you use most often? ANSWERS Student’s own answer • Learners listen to the information about Daniel and Heidemarie and decide if each sentence is fact ANSWERS 1 fact (... it's true that...) 2 opinion (... in Daniel's view...) 3 fact (The truth is) 4 fact (In fact) 5 fact (Undeniably) 6 opinion (She believed • Learners listen to three recordings and choose the correct answers ANSWERS 1 b 2 b 3 a |
Descriptor: - work in pairs - answer the question Total: 2 point
Self assessment Descriptor: - read the text - give your opinions Total: 2 point Descriptor: - listen to the information about Daniel - decide if each sentence is fact Total: 2 point Descriptor: - listen to three recordings - listen to three recordings Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 97 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson titl |
Participle clauses |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.3.7.1 - use appropriate subject -specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about shopping online using Participle clauses. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 88 • Ask the students what are some of the advantages and disadvantages of shopping online? Check answers as a class Ex: 2 P: 88 • Ask the student read the text. Does it mention any of your ideas in exercise 1? Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 88 • Explain the task and then give Ss time to complete it. Ask Ss read the Learn this! box. Match the highlighted examples in exercise 2 with rules 1–5. Then rewrite them expanding participle clauses like example 1–5 below. Check Ss answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners answer the questions. ANSWERS Student’s own answer . • Learners read the text. Answer the question. ANSWERS Student’s own answer • Learners read the Learn this! box. Match the highlighted examples. Then rewrite them expanding participle clauses. ANSWERS 1 high street stores struggling to compete - high street stores which/that are struggling to compete 2 enjoying the convenience and cheapness of online shopping - while they are enjoying the convenience and cheapness of online shopping 3 Having made an online order - After they have made an online order 4 knowing that only one will fit - because they know that only one will fit 5 Used sensibly - If it is used sensibly |
Descriptor: - answer the question Total: 2 point
Self assessment Descriptor: - read the text - answer the question Total: 2 point Descriptor: - read the Learn this! box - match the highlighted examples. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 98 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
Participle clauses |
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Learning objectives |
11.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics; 11.5.5.1 - develop with minimal support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics; |
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Lesson objectives |
Learners will be able to: Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about shopping online using Participle clauses. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 4 P: 88 • Explain the task and complete the participle clauses (1–6) with the correct form of the verbs below. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 5 P: 878• Ask the student rewrite the sentences. Start each one with a participle clause. Ex: 6 P: 88 • Ask the student read the Learn this! box. Then complete the second sentence so that it has the same meaning as the first. Use participle clauses. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
.• Learners complete the participle clauses. ANSWERS 1 Having paid 2 Realising 3 spending 4 Having been charged/Charged 5 Not being 6 Kept • Learners rewrite the sentences. Start each one with a participle clause. ANSWERS 2 Having been open for just six months, the bookshop closed in November. 3 Not having any money, I couldn't afford a cab. 4 Opened in 1905, Berlin's KaDaWe is the biggest department store in Europe. 5 Bringing some benefits, online shopping also has disadvantages. 6 Not being free that evening, we didn't go to the party • Learners read the Learn this! box. Then complete the second sentence ANSWERS 1 switching to a newer mobile 2 buying a bike 3 looking for bargains 4 reading the guarantee 5 spending ten minutes looking for the store |
Descriptor: - complete the participle clauses Total: 2 point
Self assessment Descriptor: - rewrite the sentences. - start each one with a participle Total: 2 point Descriptor: - read the Learn this! Box - complete the second sentence Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 100 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
Money idioms Summative assessment for the unit 9 |
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Learning objectives |
11.4.5.1 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics 11.3.7.1 - use appropriate subject -specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics 11.5.4.1 - use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics. |
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Lesson objectives |
Learners will be able to: Identify the theme, new words and use them as the basis for discussion. Demonstrate knowledge for usage of money idioms speaking about money. Transfer information from the given information into a graphic organizer. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 4 P: 89 • Ask the student read the Dictionary Strategy. Then find an idiom related to money in the dictionary entry below. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 5 P: 89 • Explain the task and underline the words you would look up to find the meanings of these idioms 1–7. Match idioms 1–7 with definitions a–g. Use a dictionary to help you. Check Ss' answers around the class. Ex: 6 P: 89 • Ask the student complete the sentences. Use each idiom from exercise 5 once Check Ss' answers around the class. Summative assessment for the unit 9 Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
.• Learners read the Dictionary Strategy. Then find an idiom related to money. ANSWERS • Learners underline the words you would look up to find the meanings of these idioms 1–7. Match idioms 1–7 with definitions a–g ANSWERS 1g 2 b 3d 4c 5e 6a 7f • Learners complete the sentences. Use each idiom from exercise 5 once ANSWERS 1 make ends meet 2 be in the red 3 tightening my belt 4 made a fortune 5 living hand to mouth 6 live in the lap of luxury 7 paid through the nose |
Descriptor: - read the Dictionary Strategy - find an idiom Total: 2 point
Self assessment Descriptor: - underline the words - find the meanings of these idioms - Match idioms with definitions Total: 2 point Descriptor: - complete the sentence - use each idiom Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 101 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
Playing with our emotions |
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Learning objectives |
11.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers 11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics |
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Lesson objectives |
Learners will be able to: Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about the benefits of advertising techniques. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 90 • Ask the student work in pairs. Discuss the questions. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 90 • Explain the task and read the article. Do you agree with the conclusion of the article? Check Ss' answers around the class. Ex: 3 P: 90 • Ask the student read the Reading Strategy and the article again. Match sentences A–F with gaps 1–4. There are two extra sentences. Check Ss' answers around the class. Ex: 4 P: 90 • Explain the task and read the article again and tick ✓ the advertising techniques which are mentioned. Then number them in the order they are mentioned? Check Ss' answers around the class. Ex: 5 P: 90 • Ask the student complete the sentences (1–8) with the highlighted words from the article in the correct form. Advertising Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
.• Learners work in pairs. Discuss the questions ANSWERS Student’s own answer • Learners read the article and answer the question ANSWERS Student’s own answer • Learners read the Reading Strategy and the article again. Match sentences A–F with gaps 1–4. ANSWERS 1 d 2 c 3 f 4 a • Learners read the article again and tick ✓ the advertising techniques which are mentioned. ANSWERS The following techniques are mentioned: 1, 3 and 5. They are mentioned in the following order: 5, 1, 3. • Learners complete the sentences (1–8) with the highlighted words from the article in the correct form ANSWERS 1 slogan 2 consumers 3 jingle 4 endorsements 5 commercials 6 brands 7 launch 8 logo |
Descriptor: - work in pairs - discuss the questions Total: 2 point
Self assessment Descriptor: - read the article - answer the question Total: 2 point Descriptor: - read the Reading Strategy - Match sentences with gaps Total: 2 point Descriptor: - read the article again - tick ✓ the advertising Total: 2 point Descriptor: - complete the sentences Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9 The science of clothes |
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Grade: 11 |
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Lesson title |
Summative Control work for the 4th term. |
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Learning objectives |
11.2.2.1 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics 11.5.6.1 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics 11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics |
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Lesson objectives |
Learners will be able to: -identify language style, tone and voice of the speaker - compile personal vocabulary lists -use different points of view and roles retelling stories and events |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
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Beginning of the lesson 5 min |
Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up Method speaking phone was used to develop speaking skills.
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Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture |
Formative Assessment
Good job! Assessment criteria -Identify detailed information in extended conversation with support |
Pictures Student’s book |
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Middle of the lesson Presentation part. 35 min |
LISTENING Task. Listen to a science programme about smart homes and choose the best answers. READING Task. Read the text and answer the questions WRITING Write an essay expressing your opinion about teenage fashion in Kazakhstan. Is your opinion more positive or negative? Write 200-250 words. SPEAKING Task. You are given a card with a topic and questions to speak about for 1-2 minutes. Before you speak you have one minute to think about what you are going to say. Card 1. The two pictures show people dealing with information in different ways. Find the similarities and differences using the ideas given below. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students listen to a science programme about smart homes and choose the best answers. Answers: Students read the text and answer the questions Answers: Students write an essay expressing your opinion about teenage fashion in Kazakhstan. Answers: Students are given a card with a topic and questions to speak about for 1-2 minutes. Before you speak you have one minute to think about what you are going to say. Answers: |
Descriptor: - listen to a science programme - choose the best answers. Total: 6 point Descriptor: - read the text - answer the questions Total: 6 point - write an essay Total: 6 point Descriptor: -can answer the question Total: 6 point |
Cards Worksheets |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! |
Poster
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson 101 |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
Photo comparison |
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Learning objectives |
11.5.6.1 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics 11.6.2.1 - use a variety of determiners relating to nouns for generic uses, some appositional uses and textual reference on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: Develop listening skills for gist and specific information in the context to describe two photos. Recognize and use key phrases for talking about two pictures |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 92 • Ask the student work in pairs. Compare the photos and say what you might buy in each place. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 92 • Explain the task and read the task above. Then listen to a student doing the task and her answer to the examiner’s follow-up question. Answer the questions Check Ss' answers around the class. Ex: 3 P: 92 • Ask the student work in pairs. Answer the questions. Check Ss' answers around the class. Ex: 4 P: 92 • Explain the task and read the Speaking Strategy. How many more formulaic phrases can you think of for each function? Check Ss' answers around the class. Ex: 5 P: 92 • Ask the student listen again and answer the question. Check Ss' answers around the class. Ex: 7 P: 92 • Ask the student listen to another student doing the task on his own. Answer the questions in exercise 2 about him. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Compare the photos and say what you might buy in each place. ANSWERS Student’s own answer • Learners read the task above. Then listen to a student doing the task and her answer to the examiner’s follow-up question. Answer the questions ANSWERS 1 A, the flea market 2 Her friend Sally likes individual things and prefers things that no one else has. She doesn't wear many brands or designer clothes apart from jeans so the shopping centre isn't her taste. 3 She's asked which place she would prefer to go shopping. 4 B, the shopping centre • Learners work in pairs. Answer the questions. ANSWERS Student’s own answer • Learners read the Speaking Strategy. How many more formulaic phrases can you think of for each function? ANSWERS Introducing opinions In my opinion, ...; as I see it, ...; to my mind, ...; I think ...; I believe... Making additional points also; As well as that, ...; In addition,... Giving examples for example; such as; like Contrasting points but; although; even though; in contrast Gaining time Let me consider that for a moment. Hmm, let me think. • Learners listen to another student doing the task on his own. Answer the questions in exercise 2 about him. ANSWERS 1 think 2 main 3 thing 4 Another 5 top 6 definitely 7 reasons 8 opinions 9 sure 10 argued 11 arguing 12 suppose |
Descriptor: - work in pairs - сompare the photos Total: 2 point
Self assessment Descriptor: - read the task above. - answer the question Total: 2 point Descriptor: - work in pairs - answer the question Total: 2 point Descriptor: - read the Speaking Strategy - answer the question Total: 2 point Descriptor: - listen to another student - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: The science of clothes |
Lesson |
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Teacher name: |
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Date: |
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Grade: 11 |
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Lesson title |
A letter to a newspaper |
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Learning objectives |
11.3.5.1 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics 11.4.7.1 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics 11.5.6.1 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. Make a presentation about what you would like to write in a letter to a newspaper. |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead – In If your students travelled overseas to study English, their lives at home were probably quite different from their new lives here. Ask your students to share some things they had been doing in their home counties before they came to your school for their English studies. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to communication style |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 93 • Ask the student work in pairs. Discuss the questions. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 93 • Explain the task and read the task above. How would you answer the question? Make notes on your ideas. Check Ss' answers around the class. Ex: 3 P: 93 • Ask the student read the letter and answer the questions. Check Ss' answers around the class. Ex: 4 P: 93 • Explain the task and read the Writing Strategy. Match the highlighted words in the text with pairs of words below that have a similar meaning Check Ss' answers around the class. Ex: 5 P: 93 • Ask the student find words from exercise 4 that the writer uses in order to avoid repeating each of the highlighted words Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work in pairs. Discuss the questions. ANSWERS Student’s own answer • Learners read the task above. How would you answer the question? Make notes on your ideas. ANSWERS • Learners read the letter and answer the questions. ANSWERS 2 Paragraph 1: reasons for writing; Paragraph 2: opinion and reasons; Paragraph 3: suggestions; Paragraph 4: statement of faith in the measures 3 Students' own answers. • Learners read the Writing Strategy. Match the highlighted words in the text with pairs of words below that have a similar meaning ANSWERS 1 suggest 2 reduced 3 stated 4 increase 5 true • Learners find words from exercise 4 that the writer uses in order to avoid repeating each of the highlighted words ANSWERS stated claimed increase-rise true- undeniable reduced - cut suggest - put forward |
Descriptor: - work in pairs - discuss the questions Total: 2 point
Self assessment Descriptor: - read the task above. - make notes on your ideas Total: 2 point Descriptor: - read the letter - answer the questions. Total: 2 point Descriptor: - read the Writing Strategy. - match the highlighted words Total: 2 point Descriptor: - find words from exercise Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Жүктеу Бөлісу
ЖИ арқылы жасау
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02.05.2025
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Жүктеу
ЖИ арқылы жасау
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