Short-term plan 49
Term 3
Unit 5. Work and inventions
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
The world of work
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Number absent:
11.C8 - develop intercultural awareness through reading and discussion
11.S2 - 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.S7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics
All learners will be able to:
 Guess and define some of the topic-specific words.
 Describe the most popular types of jobs in Kazakhstan.
Most learners will be able to:
 Guess and define most of the topic-specific words.
 Identify the main jobs of the 21 century and its peculiarities.
Some learners will be able to:
 Guess and define most of the topic-specific words creatively.
 Describe the wishes to choose a profession for life and suitable to the
requirements of the 21 century.
Having a job for life or being in demand for society.
Social science, psychology.
Use of ICT
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness
Accept diversity of other cultures.
Pastoral Care
Health and Safety
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting Slide (useful phrases)
students know what to anticipate from the lesson.
Lead-in.
Ask students to brainstorm different professions.
• Then ask: What are the most popular types of jobs
in Kazakhstan? Have you already thought about
your future profession? Would you like to be a
doctor, a teacher or follow the steps of your
parents? • Elicit some responses.
Exercise 1 -2 page 44.
Focus attention on the headline 21 century working
and explain the differences and demands of
professions of centuries. Ask students to decide
which professions of demands they prefer. Which
jobs will be the most of (the two largest sections at
the top) and least of (the smallest section at the
bottom)?
Exercise 2 p. 44.
Focus attention on the names of professions. Check
meaning and pronunciation. Students give
definitions and examples from the text, complete
the information. Check answers as a class.
Main
Exercise 3 p.44.
Activities Focus attention on the importance of the jobs. Fill
in a table:
The most interesting
job:
A job for life
A job on demand
A well – paid job
Boring job
Exercise 4 page 44.
In groups, students listen to 4 people talking about
their jobs. Match the speaker to a job and add some
information about it.
Ask: Would you prefer to be…? Why? / Why not?
Giving the homework. WB p.44 w.
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can talk
about 21 century working.
End
Feedback: Teacher asks students what task was
Additional
information
1min
difficult to them and which pair worked well.
Presentation
Video and images
Handouts with task
CD.2.15
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
Assessment –
How do you plan to give more
How are you planning to Critical thinking
support? How do you plan to
check learners’ learning?
challenge the more able learners?
Differentiation can be achieved by task
(selection of learning materials and
Observe
learners
when Students think critically,
participating in reading, exploring,
developing,
resources based on student strengths).
By support. Less able learners will be
supported
through
step-by-step
instructions,
graphic
organizers,
sentence frames, glossaries, thinking
time. Small group learning.
By outcome providing challenge,
variety and choice.
listening, speaking, writing. evaluating and making
Did each learner involved choices about their own
into work? If not, why not? and others’ ideas
(e.g. didn’t understand what
to do; not so confident
speaking
English;
not
interested in topic; other).
Short-term plan 50
Term 3
Unit 5. Work and inventions
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
The world of work
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.L.2 - 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.S.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics
11.R.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics
All learners will be able to:
 List out the names of various jobs of the 21 century from the most to
least interesting.
 Recognize main information why people need to choose the profession in
demand, challenging and well – paid.
 Identify and use defining relative clauses to describe a job.
Most learners will be able to:
 Identify specific information why people need to choose the profession in
demand, challenging and well – paid.
 Identify and use defining relative clauses to describe a job.
Some learners will be able to:
 Interpret the information why people
prefer a successful online
business’s nutritional needs change through different life stages while listening.
 Make thoughtful recommendations how to choose a job for life.
 Identify and use defining relative clauses to describe a job.
Choose a job that will be suitable and liked for life
Social sciences, psychology.
The world of work.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Beginning
the lesson
Lead-in.
Ask students to listen to the song “A Hard Day's
Night” of a group “The Beatles” ignoring the
missing words. Check meaning and pronunciation.
Students do the task and speak about the main idea
of the song. Do people have such problems
nowadays? Why?
Consolidation of the active vocabulary:
Ex.1 p.44 Workbook. In pairs describe one of
these jobs, pay attention to advantages and
disadvantages.
Exercise 5 page 45. (Audio 2.15)
Go through the sentences together and check
comprehension. Then ask students to underline key
words.
Play the recording for students to match each
speaker with a sentence.
Check answers as a class.
Exercise 7 page 45.
Discussion of the text. While reading, put the
verbs from Ex.5 in a correct grammar tense.
Main
Why did this company gain popularity?
Activities
Exercise 8 page 45.
In pairs, students answer the questions using
defining relative clauses, vocabulary and grammar
from the lesson. Monitor and help where necessary.
Elicit responses and encourage discussion if there is
disagreement.
Extra activity.
Ask students to work in pairs to produce a poster
related to the world of work and promote the 21
century working. Tell them to include at least five
useful tips.
Display the posters on the wall and have a class
vote on the most attractive one and the most useful
one.
Giving the homework. “Building a successful
Ending the brand” (essay).
lesson
Ask students: What have you learned today? What
can you do now? And elicit answers: I can talk
A song “A Hard Day's Night”
Presentation
Video and images
Handouts with task
CD.2.15
TB. P.26 Ex.7:
1. recruited
2. develop
3. launched
4. produced
5. increased
6. negotiated
7. supervises
A poster
Slide (Homework)
Slide "Six thinking hats"
about building a successful brand.
End
Feedback: Teacher asks students what task was
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check
challenge the more able learners’ learning?
learners?
learners
when
Differentiation can be achieved Observe
in
reading,
by task (selection of learning participating
materials and resources based on listening, speaking, writing. Did
each learner involved into
student strengths).
By support. Less able learners work? If not, why not? (e.g.
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
A Hard Day's Night
The Beatles
It's been a hard day's night, and I've been working like a dog
It's been a hard day's night, I should be sleeping like a log
But when I get home to you I'll find the things that you do
Will make me feel alright
You know I work all day to get you money to buy you things
And it's worth it just to hear you say you're going to give me everything
So why on earth should I moan, cause when I get you alone
You know I feel ok
When I'm home everything seems to be right
When I'm home feeling you holding me tight, tight, yeah
It's been a hard day's night, and I've been working like a dog
It's been a hard day's night, I should be sleeping like a log
But when I get home to you I'll find the things that you do
Will make me feel alright, oww
So why on earth should I…
Short-term plan 51
Term 3
Unit 5. Work and inventions
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Reported speech
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
11.R.1 - understand complex and abstract main points in extended texts on a
wide range of familiar and unfamiliar general and curricular topics
11.UE.5 - use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics
11.S.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics
11.W.3 - write with grammatical accuracy on a wide range of general and
curricular topics
All learners will be able to:
 Recognize and report what people have said and asked with support.
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Most learners will be able to:
 Identify and use Reported speech with minimal support.
Some learners will be able to:
 Demonstrate correct use of changes in Reported speech without support.
“Choose a job you love, and you will never have to work a day in your life."
Social sciences
The world of work
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures and centuries.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting students
Beginning
know what to anticipate from the lesson.
the lesson
Brainstorming. Comment a quote: “Choose a job Quote on the screen
you love, and you will never have to work a day in
your life." Discuss in pairs. Speak about the job of
parents. Would you like to follow your parent’s step
of being a…?
Lead-in.
Exercise 1 – 3 page 46.
Direct Speech – Indirect speech or Reported speech
Tables
Exercise 4 page 46.
Ask students to rewrite the sentences into Reported
Speech using tables if they forget the rules. Check
answers as a class.
Presentation
The Consolidation of Reported Questions.
Reported questions are one form of Reported speech.
Main
Activities
direct question
reported question
She said: "Are you
cold?"
She asked me if I was
cold.
He said: "Where's my
pen?"
He asked where his
pen was.
We usually introduce reported questions with the verb
Handouts with task
"ask":
He asked (me) if/whether... (YES/NO questions)
He asked (me) why/when/where/what/how...
(Question-word questions).
As with reported statements, we may need to
change pronouns and tense (backshift) as well
as time and place in reported questions.
But we also need to change the word order. After we
report a question, it is no longer a question (and in
writing there is no question mark). The word order is
like that of a normal statement (subject-verb-object).
Ex.5 – 6 p.46 Work in groups. The leaders of the
group present a rule with an example.
A competition: “The best in Grammar”. The winner is
a group which hasn’t done any mistakes and hasn’t
asked for help.
Handouts with task
SB p.46
Giving the homework. WB p.45
Ask students: What have you learned today? What
Ending
can you do now? And elicit answers: I can
the lesson
understand how to change direct speech into indirect
or reported speech.
End
Feedback: Teacher asks students what task was
Additional information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check
challenge
the
more
able learners’ learning?
learners?
learners
when
Differentiation can be achieved by Observe
in
reading,
task (selection of learning participating
materials and resources based on listening, speaking, writing. Did
each learner involved into work?
student strengths).
By support. Less able learners If not, why not? (e.g. didn’t
will be supported through step-by- understand what to do; not so
step
instructions,
graphic confident speaking English; not
organizers,
sentence
frames, interested in topic; other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Critical thinking
Students think critically,
exploring,
developing,
evaluating
and
making
choices about their own and
others’ ideas
Short-term plan 52
Term 3
Unit 5. Work and inventions
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Urban legends
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
11.C.9 - use imagination to express thoughts, ideas, experiences and feelings
11.S.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics
11.L.2 - 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.L.4 - understand implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
All learners will be able to:
 increase awareness of their attitude toward urban stories and legends.
Lesson objectives
Value links
Cross curricular
links
Previous learning
Most learners will be able to:
 use skills such as brainstorming, discussion to gather information.
Some learners will be able to:
 practice expressing personal attitudes toward the topic.
Attitude to reading and watching films.
Literature, Social sciences.
Reported Speech
Use of ICT
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness
Accept diversity of other cultures.
Pastoral Care
Health and Safety
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Resources
Lead-in.
Do you enjoy watching scary films or reading
horror stories? Ex.1 p.47
Give the definition to “urban legend”.
An urban legend, urban myth, urban tale,
or contemporary legend is a genre of folklore
comprising stories circulated as true, especially as
having happened to a friend or family member,
often with horrifying or humorous elements. These
legends can be entertainment, but often concern
mysterious peril or troubling events, such as
disappearances and strange objects. They may also
be confirmation of moral standards, or reflect
prejudices, or be a way to make sense of societal
anxieties.
Listen to the story and fill in a table.
Presentation
Video and images
Handouts with task
CD 2.16
Main
Activities
Did you like the story? Listen again and write down
the words that make the text emotional.
Ex.3 p.47. Find extra adjectives.
SB.p.47
1. sarcastic
CD.2.17
2. enthusiastic
3. patient
4. nervous
Pay attention to the rule: Intonation and
meaning.
Ex.4 p.47. Copy the intonation.
Ex.5 p.47. Match with the rule.
CD.2.18
Ex.6 p.47. Listen and choose the correct meaning.
CD.2.19
Ex.7 p.47. Listen and choose the correct answer. CD. 2.20
Pair work.
CD. 2.21
Check: 1c, 2a, 3b, 4 c, 5b.
Make a conclusion about urban stories. Work in
groups of 4. Tell your opinion about urban stories.
So many men, so many minds.
Giving the homework. WB p.46.
Ask students: What have you learned today? What
Ending the
can you do now? And elicit answers: I can identify
lesson
the meaning of “urban story” and understood the
role of intonation in speech.
End
Feedback: Teacher asks students what task was
Additional information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, writing. Did evaluating and making choices
each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 53
Term 3
Unit 5. Work and inventions
School №
Date:
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Reporting verbs
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
11.C.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups
11.L.4 - understand implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.R.3 - 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.W.8 - communicate and respond to news and feelings in correspondence
through a variety of functions on a wide range of general and curricular topics
11.UE.5 - use a range of transitive and intransitive verb complementation patterns
on a wide range of general and curricular topics
All learners will be able to:
 Recognize and report what people have said in a variety of ways.
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Most learners will be able to:
 Identify and use Reported speech in different structures with minimal
support.
Some learners will be able to:
 Demonstrate correct usage of different structures of Reported speech
without support.
People should always tell the truth. Never make personal or financial information
available to people unless absolutely certain that they are genuine.
Social Sciences.
Urban Legends
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities
Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Beginning Lead-in.
the lesson Elicit the information that can be given to the public. Is all
the information we get true to the fact?
What was the last news you have received?
Comment: No news is good news.
Exercise 1 page 48.
In pairs, students describe the photo and answer the
questions. Ask a few students for their ideas.
Exercise 2 page 48.
Go through the Listening Strategy together and elicit the
reporting verbs.
Slide (useful phrases)
Pictures
PPT
Presentation
CD 2.22
Handouts with task
Ttables
Main
Activities
Ex.3 p.48. Use the reporting verbs: admit, announce, deny,
explain, insist, promise.
2. Dan explained to Mia that he was late because he had
CD.2.23
missed the bus.
Ex.4 p.48. Listen and complete the sentences with the
reporting verbs. Make a self – evaluation.
Pair work: Ex.5
Listen and report the direct speech. Do not forget the CD.2.24
rule about other reporting structures.
Extra activity
Ask students to write a short paragraph beginning: My
doctor advised me to start doing more exercise, so …
Students compare their paragraphs in pairs.
A table
Give examples to reporting verbs.
Giving the homework. WB p.47
Slide (Homework)
Ask students: What have you learned today? What can you Slide "Six thinking hats"
do now? and elicit answers: I can convert direct speech
into indirect with different reporting verbs.
Students express their attitude to the lesson and give selfassessment using the method: “Six thinking hats”:
 Green: How can you use today's learning in
Ending
different subjects?
the lesson
 Red: How do you feel about your work today?
 White: What have you leant today?
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this
lesson? (Now I can, I still need to work on, I've
improved in, today I learnt...)
Yellow: What did you like about today's lesson?
End
Feedback: Teacher asks students what task was difficult to
Additional information
1min
them and which pair worked well.
Differentiation –
Assessment –
How do you plan to give more
How are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by
task (selection of learning materials
and resources based on student
strengths).
By support. Less able learners will
be supported through step-by-step
instructions, graphic organizers,
sentence frames, glossaries, thinking
time. Small group learning.
By outcome providing challenge,
variety and choice.
Observe learners when participating
in reading, listening, speaking,
writing. Did each learner involved
into work? If not, why not? (e.g.
didn’t understand what to do; not so
confident speaking English; not
interested in topic; other).
Students think critically,
exploring,
developing,
evaluating and making
choices about their own
and others’ ideas
Short-term plan 54
Term 3
Unit 5. Work and inventions
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Nouns and dependent prepositions
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.S.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics;
11.R.1 - understand complex and abstract main points in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11. UE.1 - use a variety of pre- and post- modifying noun structures on a wide
range of general and curricular topics.
All learners will be able to:
 Identify the theme, active words and use them as the basis for discussion.
 Demonstrate knowledge for usage of the Nouns and dependent
prepositions, making stories using this grammar material tenses.Transfer
information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
 Provide a point of view in conversations and discussions; speak about
hoax as a problem.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a topic about true and false events; use the dependent prepositions
with nouns correctly.
Responsibility, Global Citizenship, Respect and Love to people.
Social Science, Information Technology.
Reporting verbs
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Class organisation
Resources
Slide (useful phrases)
The lesson greeting.
Beginning
the lesson
Warm up.
The teacher sets the lesson objectives, letting Pictures
PPT
students know what to anticipate from the lesson.
Good afternoon, dear students and guests!
Welcome to our English lesson! I give you these
sheets of paper. Here you see three types of smiles;
your task is to give yourselves marks putting ticks
under the smiles. If you manage to do the work
well put a tick opposite the happy smile. If not opposite the sad one. If you are not sure put a tick
under the neutral smile. On your desks you see
folders with some files of different colours. You
will need them during the lesson.
Lead-in.
Exercise 1 page 49.
Ask students to look at the photo and answer the
question. How do you think these images were
made?
Elicit ideas.
Presentation
Exercise 2 page 49.
Ask students to read the article and discuss the
problem of hoaxes.
What’s real?
What’s a fake?
Discuss the problem in groups.
Main
Activities
Video and images
This photograph appears as an obvious hoax, most likely
created with a computer imaging program. World renowned
tsunami expert, George Curtis, has confirmed that no such
event has ever happened. Furthermore, tsunami waves in
modern history have not been that high and tsunami waves
are unlikely to break as pictured.
Group work: Identify if it is true or fake:
This photograph appears as an obvious hoax, most likely
created with a computer imaging program. World renowned
tsunami expert, George Curtis, has confirmed that no such
event has ever happened. Furthermore, tsunami waves in
modern history have not been that high and tsunami waves
are unlikely to break as pictured.
Handouts with task
These are actual photos but they are also not of a tsunami.
They are believed to be taken of the Qiantang River, in
China. The Quiantang River is famous for its spectacular
tidal changes at certain times of the year.
Exercise 3 p.49
Go through the Learn this! box together and then
ask students to find the nouns in Ex.2. Which
prepositions are they followed by?
Addiction to, demand for, difference between,
evidence of, existence of, increase in, interest in,
need for, obsession with.
Exercise 4 – 5 p.49
Students complete the sentences and then match
them with a rule in the Learn this! box. Check
answers as a class.
Exercise 6 p. 49.
In pairs, students play the game with prepositions.
They should think of reasons to justify their ideas.
Monitor and check the use of the nouns with
dependent prepositions. Elicit a few opinions form
the class.
Extra activity
Ask students to discuss dependent prepositions.
Monitor and help where necessary.
Giving the homework. WB p.48
Do you think hoaxes are a problem?(topic)
Ending the
Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can use
nouns with dependent prepositions.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students think critically,
Differentiation can be achieved Observe
participating
in
reading,
by task (selection of learning
exploring,
developing,
materials and resources based on listening, speaking, writing. Did evaluating
and
making
each
learner
involved
into
student strengths).
choices about their own and
By support. Less able learners work? If not, why not? (e.g. others’ ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 55
Term 3
Unit 5. Work and inventions
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Media wars
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
11.C.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups;
11.C.7 - develop and sustain a consistent argument when speaking or writing
11.R.3 - 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.S.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11. S.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics.
All learners will be able to:
 Increase awareness of their attitude toward the topic of media wars.
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
Do not always trust social media.
Responsibility, Global Citizenship, Respect and Love to people.
Social Science, Information Technology, psychology.
Nouns and dependent prepositions.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
Resources
Slide (useful phrases).
The lesson greeting.
Presentation
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Focus attention on the photo p.50 and ask: What’s
happening? What is media? Have you seen this
film?
Presentation
Exercise 1 p.50
In pairs, students answer the questions.
Ask a few students to share their opinion on the
topic. Then elicit some responses to question 2. If
students are not sure about this, mention that…
Main
Activities
Found this to be a really interesting concept. The
insight into politics mixed with some fantastic,
over the top characters makes for a great
comedy. Lots of laughs, some of which are
completely relatable, such as people trying to
put a positive spin in just about everything,
which is what tends to happen in politics.
We see both sides of this and can understand
both. And of course Alex Jones fans are going to
love it! The pace is great, as is the story line.
This is a series with great potential and I hope
that it continues to live up to that standard.
Media War
A battle between at least two people each
supporting a media file, whether it be music, a
video, or a photograph.
Name differences between:
Mass Media
Social Media
The major difference between mass
media and social media is this; the mass
Video and images
Handouts with task
media puts the audience in a passive
position. Social media puts the audience at the
center. ... Even brands are on social media, they
organise social media marketing campaigns and
interact with their existing or potential customers.
What is traditional media?
Traditional media refers to forms of mass media
that focus on delivering news to the general public
or a targeted group of the public.
Traditional forms of media include print
publications (newspapers and magazines),
broadcast news (television and radio) and, in recent
years, the digital version of those media outlets,
such as digital newspapers and blogs.
What is social media?
The term “social media” is used a lot these days to
describe a variety of different digital platforms.
For the purpose of this piece, social media refers to
social networking sites like Facebook, Twitter,
Instagram, Pinterest, YouTube, LinkedIn, etc.
Writing Worksheet
To practise active vocabulary
 Explain the task Study Strategy and read the example
aloud.
 Ss complete the task.
 Check Ss’ answers.
Ex.3 – 4 p.50
While-reading stage.
The teacher informs the class that they will be
participating in the contest about the words and the
process of writing successfully. Speak about two
main characters and the problem.
Ex.5 p.50 The acts of deception.
Ex.6 p.50 Find phrasal verbs according to the
definition.
Keys: 1. let on, 2.zoom in on, 3. take in, 4. make
out, 5 set up, 6. hole up, 7. find out, 8.play on.
Conclusion. Group work – In 5 minutes present
the opinion of the members about traditional press
and social media.
Exercise 7 page 50.
In pairs, students ask and answer the questions,
giving reasons and examples. Monitor and help
where necessary.
Giving the homework. WB p.49.
Ask students: What have you learned today? What
Ending the
can you do now? And elicit answers: I can use
lesson
phrasal verbs and linking words to speak about the
topic.
End
Feedback: Teacher asks students what task was
Additional
information
1min
difficult to them and which pair worked well.
CD.2.25
poster
Slide (Homework)
Slide "Six thinking hats"
33333333333332222
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students think critically,
Differentiation can be achieved Observe
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, writing. Did evaluating
and
making
each
learner
involved
into
student strengths).
choices about their own and
By support. Less able learners work? If not, why not? (e.g. others’ ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Teacher observation checklist
Student's name ________________________________________
Positive Aspects






Completed the individual role-card.
Used extracts from the text to support his/her ideas.
Asked open-ended questions.
Listened while others talked.
Encouraged peers to share their ideas.
Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
 Didn't complete the individual role-card.
 Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
Comments _________________________________________________
Short-term plan 56
Term 3
Unit 5. Work and inventions
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Presentation
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
11.C.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups;
11.L.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar
topics;
11.S.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11. S.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics.
All learners will be able to:
 Discuss the link between technology and crime using active vocabulary.
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
 Provide a point of view in conversations and discussions; speak about the
role of social media towards crime.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a presentation about technology and crime and after respond to and
discuss the reading passage using interpretive, evaluative and creative
thinking skills.
Respect the opinion of other people, have an ability to listen to people and argue
correctly.
Social Science, Information Technology, psychology.
Media wars.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
Slide (useful phrases)
The lesson greeting.
The teacher sets the lesson objectives, letting Pictures
Beginning students know what to anticipate from the lesson.
PPT
the lesson Lead-in.
Write social media, modern technology and new
kinds of crime. How are these words connected?
Presentation
Exercise 2 page 52
The class is divided into 2 groups. Each group
Video and images
chooses the article and gives a short commentary
on it. How did Facebook catch criminals?
Handouts with task
Elicit some answers.
Exercise 3 page 52
Main
Focus attention on the article and express your CD.2.26
Activities opinion.
Ex.4 p.52 Fill in a table while listening again.
Speaking Activity:
How can a mobile phone lead to crime and be
used to fight crime?
“Caught on camera” – read and express your
opinion.
Giving the homework.
Writing
SB.Ex.5 p.52 (orally). WB p.50
Ask students: What have you learned today? What Worksheet
Ending the
can you do now? And elicit answers: I can react to
lesson
an article about social media against crimes.
I can have a debate about social media, crime and
modern technology.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
participating
in
reading,
by task (selection of learning
exploring,
developing,
materials and resources based on listening, speaking, writing. Did evaluating and making choices
each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
English; not interested in topic;
organizers, sentence frames,
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 57
Summative assessment for the 5th unit "Work and inventions"
Learning objectives
11.L.2 - 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.S.3 - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics
11.S.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular topics
11.UE.14 -use a growing variety of more complex prepositional phrases
including those relating to concession and respect use a variety of multiword verbs of different syntactic types on a wide range of general and
curricular topics
Assessment criteria
Identify the position of speakers in an extended talk with some
support
Express thoughts about the given topic in the conversations
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Application
Knowledge and comprehension
Higher order thinking skills
20 minutes
Level of thinking skills
Duration
I. Listening.
Teacher may choose either one or two tasks to do in a class. It depends on the level of the
learners and time.
Link for listening: https://learnenglishteens.britishcouncil.org/skills/listening/upperintermediate-b2-listening/best-job-world
Task 1. A. Listen to text, complete the gaps with the correct word.
1. The organisation Tourism Australia is offering six jobs, for six _______________.
2. If you want one of these jobs, you have to make a short _______________.
3. The job of outback adventurer is for someone with a passion for _______________ life.
4. Job number two is a park _______________ in Queensland.
5. The wildlife caretaker job on Kangaroo Island is for someone who loves _______________.
6. If you’re not an outdoor person, the next job is for someone whose talents are in
_______________.
7. The taste master will need to _______________ about food as well as enjoy eating it.
8. The final job is based in ______________.
Task 1.B. Listen to the text and put the job requirements with the correct job. (write only letters)
outback
park ranger
adventurer
2 variants 2 variants
wildlife
caretaker
1 variant
lifestyle
journalist
1
taste master
chief funster
1
1
A. write, take photographs and make films
B. help preserve and promote plants, animals, fossils and indigenous culture
C. work with some dangerous animals
D. work with the organisers of festivals
E. find the best places for “wining and dining”
F. learn how to make alcoholic drinks
G. work in a state with the world’s biggest sand island
H. use social media to tell people about cool events
I. find adventures and employment for young people on working holidays
J. travel in a hot air balloon and be prepared to eat insects!
K. use different types of transport and leave only footprints l. report on cafés, concerts and days
out
II. Speaking
Task. Answer the questions while speaking. Provide explanation to your answer. You should
speak at least 2 minutes.
Card 1
Think of 10 great inventions of our time that changed the world.
Card 2
What are the best and the most useful inventions of the mankind in the 20th and 21st centuries?
What famous inventors do you know?
What were their inventions?
Do you know anything about the inventions of Leonardo da Vinci?
How did the invention of television change people's life?
Do you think it is a useful invention?
What is the role of television in your life?
How often do you watch it?
Card 3
When did you buy or get your first mobile phone?
Do you think you can live without your mobile or is it now an important part of your daily life?
Are you anxious when the battery is flat or you are out of reach?
What do scientists say about the influence of mobile phones on our health?
Do you use the Internet?
What Internet services do you use?
Do you feel any addiction to the Internet?
How much do you spend on the Internet a month?
Card 4
1. What ratio of work to leisure would be your ideal? Answer using percentages.
2. Are the people in your country famous for working hard or for having a good social life?
3. What jobs would you most and least like to do?
4. What jobs have you done in your life and what did you like and dislike about them?
5. Which age-groups are worst affected by unemployment in your country?
6. What are the causes of unemployment and how is the problem solved in your country?
Card 5
1. Do women in your country have equality of job opportunities? Are they paid as well as men?
2. Are there many migrant workers in your country? If so, what kind of jobs do they do? What
are their working conditions like?
3. Do people leave your country to find work in other countries? Where do they go?
What sort of jobs do they get? Are they made welcome?
4. Do workers in your country pay a lot of income tax to the government?
5. Do people with large salaries pay a much higher rate of tax than other workers? Do you think
they should?
6. Do you think that every worker, (including doctors, nurses, teachers, the police,
ambulance crews and fire fighters), should have the right to go on strike?
Transcript
“The Best Job in the World”
Once again the organisation which promotes Australia, Tourism Australia, is advertising the best
job in the world. But this year, they have six jobs going, all for six months, with a great salary
and extra spending money. If you think one of these is your dream job, you have to make a 30second video explaining why you are the best person for the role. But – be warned. Thousands of
people will be competing for each post.
The job of 'outback adventurer' is for someone with a passion for outdoor life, and in the
Northern Territory there are plenty of wide-open spaces. The job is for someone to find out the
best adventures and jobs for young people on working holidays. You’d be getting close to
wildlife, sleeping under the stars in a bush camp and flying over stunningly beautiful landscape
in a hot air balloon. Your duties will include getting to know about aboriginal culture and eating
traditional bushfoods, maybe including the famous witchetty grubs – insect larva.
Like the idea of 200 days of sunshine every year? Job number two is a park ranger in tropical
Queensland. It’s a wonderful state with ancient rainforests, the world’s largest sand island and
the awesome Great Barrier Reef. Here your duties would include protecting and promoting
native plants and animals, spectacular waterfalls, dinosaur fossils, untouched beaches and
indigenous culture. You’d get paid to patrol the beaches of Lizard Island and live a life most
people can only dream about.
Another island job is as 'wildlife caretaker' on Kangaroo Island in South Australia. If you love
all kinds of animals, this is the job for you. The advert says you’ll be able to talk to wallabies (a
kind of small kangaroo), play with dolphins, cuddle koalas and sunbathe with seals on the
unspoilt beach at Seal Bay. You would get about the island on foot, by bicycle, kayak or boat,
taking photos and leaving only footprints. There is one potential drawback, though. You’d need
to be pretty brave since you might come face to face with great white sharks.
Maybe you are not quite so keen on the great outdoors and your talents are more journalistic. If
you fancy feature writing, photography and making videos, you can apply for the position of
lifestyle photojournalist for Time Out in Melbourne. You would be required to photograph and
write about the city's coolest cafés and musical events. But you’d also cover tourist activities in
the whole state of Victoria, including surfing on the Great Ocean Road, skiing at Mount Hotham
or watching the little penguins at Phillip Island.
Are you a foodie? Do you know about food, as well as love eating it? If the answer's yes, you
can apply for the role of 'taste master' in Western Australia. Your job would be to promote the
best restaurants, pubs, wineries and breweries. You’d also catch fresh seafood off the beautiful
coast and learn all about making wine and beer.
Finally, a fantastic job in Sydney. We’ve all seen those amazing firework displays in Sydney
Harbour. Well, you could be one of the people making that happen next year. New South Wales
is looking for a 'chief funster', who would be based in Sydney while travelling around the state
and tweeting about the coolest things going on. This job would appeal to someone interested in
everything: sports, the arts, entertainment, food. You’d also be involved in making the Sydney
Festival, Mardi Gras and Vivid Festival as spectacular, and as fun, as possible.
Assessment criteria
Task
Descriptor
Mark
A learner
I variant
Identify the position of
speakers in an extended
talk with some support.
Express thoughts about
the given topic in the
conversations.
Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into
well-formed sentences
Total marks
1
2
II variant
1
months
I/J
1
video
G/B
1
outdoor
K/C
1
ranger
L/A
1
animals
E/F
1
journalism / writing / reporting
H/D
1
know
1
Sydney
1
gives proper answers to the questions;
1
expresses his/her opinion on topic;
1
uses vocabulary words on the topic;
pronounces words and phrases correctly;
1
1
uses grammatically correct sentences in a talk.
1
13
Rubrics for providing information to parents on the results of Summative Assessment
for the 5th unit "Work and inventions"
Learner's name ______________________________________________
Assessment criteria
Identify the position of
speakers in an extended
talk with some support.
Low
Experiences
difficulties in
identifying the
speaker's position
while listening the
text. Completes the
task mostly
incorrecty.
Level of learning achievements
Middle
Experiences some difficulties in
identifying the speaker's position
while listening the text. Makes some
mistakes in answers.
High
Confidently identifies
the speaker's position
while listening the text.
Completes the task
mostly correctly.
Express thoughts about
the given topic in the
conversations.
Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into
well-formed sentences.
Experiences
difficulties in
choosing an
appropriate word or
short phrase for each
gap while
identifying main
idea in extended
talks.
Demonstrates insufficient use of rich
and vivid vocabulary. Makes mistakes
in answering the questions. States
his/her point of view uncertainly
without good reasoning.
Confidently
demonstrates rich and
vivid vocabulary in
talking about the topic.
Correctly answers the
questions.
Demonstrates wellreasoned speech
actively.
Short-term plan 58
Term 3
Unit 5. Work and inventions
School №
Date:
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
A story
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Planned
timings
Beginning
the lesson
Number absent:
11.C.7 - develop and sustain a consistent argument when speaking or writing;
11.R.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.W.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics;
11.S.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics;
11. S.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics.
All learners will be able to:
 Increase awareness of their attitude toward telling a lie, especially white
lie.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
Do not tell lies; use a white lie only for good deeds.
Responsibility, Cooperation, respect each other's opinion, functional literacy.
Social Science, Psychology, Medicine.
Presentation.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Pictures
Main
Activities
Lead-in.
Ask: Has anyone heard about “white lie”
Brainstorm lie and white lie and write them on the
board.
What does the phrase white lie mean?
M-W defines “white lie” as “a lie about a small or
unimportant matter that someone tells to avoid
hurting another person.” That's similar to the
American Heritage definition: “An often trivial,
diplomatic or well-intentioned untruth.”
White
lies and
black lies:
What
they
have in common and how they differ. Black lies, or
telling a lie to gain a personal benefit, are
universally condemned. In contrast, white lies, or
telling a lie to please another person, are seen as an
innocent part of everyday interactions.
Exercise 1 page 53
In pairs, students discuss the meaning of a white lie
and give some examples. Elicit a few ideas.
Example Sentences
1.
Telling your friend that you like their new
haircut, when you really don't, is an example of
a white lie.
2.
Sometimes it is better to tell a white lie than
to hurt someone's feelings.
3.
You should not be worried about your
son's white lie.
4.
Sometime, even a white lie may disturb
your married life.
5.
Sara's white lie led an innocent young man
to his death.
6.
Americans believe a white lie — an
acceptable stretching of truth's limits.
7.
Many times a white lie can seem the ideal
tool to keep the things around you balanced.
Source: theidioms.com
Exercise 2 page 53
Go through the text together. Did the narrator tell a
white lie? Give the reasons. Mind the structure of
the story.
Give definitions to:
Scary rides, theme park, Roller coaster
(Американские горки), head straight, queue, on
my own.
The students read the Writing Strategy: How to
write a story and do Ex.3 p.53.
The Introduction of a new Grammar: Nominal
Clauses with what.
Exercise 4 – 5 p.53
Rewrite the sentences to begin with what.
Check answers as a class.
Exercise 6 p.53
PPT
Presentation
images
Handouts with task
Writing
Worksheet
Think about an occasion when telling a white lie
caused a problem. In pairs think only about the
introduction. Choose the narrator. Use one nominal
clause and time expressions.
Giving the homework:
Teacher’s Book p.30
WB. Ex. 3 p.51, SB.Ex.8 p.53w
Ending the
Ask students: What have you learned today? What
lesson
have you understood about white lie? Can it cause
a problem?
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students think critically,
Differentiation can be achieved Observe
in
reading, exploring,
by task (selection of learning participating
developing,
listening,
speaking,
writing.
Did
materials and resources based on
evaluating
and
making
each learner involved into choices about their own and
student strengths).
By support. Less able learners work? If not, why not? (e.g. others’ ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 59
Term 3
Unit 6. STEM
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Intelligent energy storage
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.9 - use imagination to express thoughts, ideas, experiences and feelings
11.L.1- understand the main points in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.S.2 - 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.S.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics
11.R.7 - recognise patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics
All learners will be able to:
 Increase awareness of their attitude toward types of energy and
intelligent energy storage.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
Having healthy lifestyle.
Physics, Natural science, Social science.
A story
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Beginning
Write a word “energy” and ask students to give
the lesson
associations with it.
Exercise 1 page 54.
In pairs, students answer the questions. Elicit a few
answers.
Presentation
Exercise 2 page 54.
Go through the task together. Elicit ideas about the
types of energy, matches the types with photos and
speak about them in brief.
Video and images
Main
Activities
Handouts with task
Keys: A. wind, B – nuclear, C – hydroelectricity, Dsolar, E – biofuel, F – geothermal, G- tidal, H –
fossil fuels.
Ex.3 p.54
Most efficient
Most inefficient
A table
A mind – map
In groups make a story using a mind – map.
Exercises 4 - 5 page 55
Ask students to listen to the expert talking about
energy efficiency and check the answers. Describe a
type of energy.
Exercise 6 p.55
CD 2.26
Allow students time to read the text “Intelligent
energy storage” and complete the text with the
words. Monitor and help where necessary.
Speak about the importance of energy. How is
electricity stored?
Electricity cannot itself be stored on any scale, but it
can be converted to other forms of energy which can
be stored and
later
reconverted
to electricity on
demand. Storage systems for electricity include battery,
flywheel, compressed air, and pumped hydro storage.
Energy, Molecules and Chemical Reactions. Energy,
potential energy, is stored in the covalent bonds holding
atoms together in the form of molecules.
Exercise 7 p.55
Go through the task together. Allow students time to
come up with ideas and fill in new words. With a
weaker class, brainstorm ideas together and write CD 2.27
them on the board, e.g. electricity is stored….
Revision of Grammar: Non- defining relative
clauses.
Ex.8 Listen and write down extra information to
make a sentence more detailed.
Group work: How can people store excess energy
and use it effectively at school or at home?
Projects
Present your ideas to the class.
Giving the home – assignment: SB.Ex.9 p.55w
Whiteboard
Ending
Ask students: What have you learned today? What
the lesson can you do now? And elicit answers: I can make a
report about storing energy.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students think critically,
Differentiation can be achieved Observe
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on
student strengths).
By support. Less able learners
will be supported through stepby-step instructions, graphic
organizers, sentence frames,
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
listening, speaking, writing. Did evaluating
and
making
each learner involved into choices about their own and
work? If not, why not? (e.g. others’ ideas
didn’t understand what to do;
not so confident speaking
English; not interested in topic;
other).
Short-term plan 60
Term 3
Unit 6. STEM
Date:
Grade 11
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
School №
Teacher’s name:
Number present:
Number absent:
Intelligent energy storage p.55
(Workbook p.54)
11.C.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.L.7 - understand speaker viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics, including some
unfamiliar topics;
11.S.2 - 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.R.3 - 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. UE.5 - use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics.
All learners will be able to:
 Increase awareness of their attitude toward types of enrgy and its
qualities.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
Appreciate intelligent energy storage biodiversity. Learn to value types of
energy.
Physics, Social science, Chemistry, Science.
Intelligent energy storage. Lesson 1.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities
Resources
timings
Beginning The lesson greeting.
Slide (useful phrases)
the lesson The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Pictures
PPT
Name the words related to this theme.
Lead-in.
E – energy,
NERGYMake a cinquain with the word “energy”.
A cinquain consists of 5 unrhymed lines.
Each line has a set number of syllables see below:
Line 1 – 2 syllables
Line 2 – 4 Syllables
Line 3 – 6 Syllables
Line 4 – 8 syllables
Line 5 – 2 Syllables
Cinquain
Energy comes from many different places.
Coal, natural gas and oil are all burned and then turned into
energy.
Writing
Energy can also come from the sun, wind, heat in the Earth, Worksheet
water and natural things like wood and corn.
(new words)
Energy comes from the sun is called solar energy. Solar
panels soak up the sun and turn it into energy.
Wind, energy and heat from the Earth are all caught and used
to make energy.
Wood, manure and corn can be burned and that is used to
make energy.
Energy is transferred from place to place and can then be
used to produce motion, sound, heat or light.
Main
Activities
The consolidation of active vocabulary:Ex. 1 – 2 p.54
A. matching exercise
B. filling in a type of energy.
Workbook p.54
Video and images
Handouts with task
In groups of 4, choose the cards and make a short
presentation about 2 types of energy. You can use a Venn
diagram to present your theme.
Handouts with task
Speak about the forms of energy.
A table
There are different kinds of energy and energy comes from
different sources.
One type of energy is kinetic (ki-ne-tic) energy and one type
of energy is potential energy.
Kinetic energy is energy that is in motion. A ball bouncing
is using kinetic energy.
Potential energy is stored energy. A ball that is sitting at
the top of a hill has potential energy.
When you are sitting at your desk with your hands on your
desk, your hands have potential energy. When you raise
your hand or move your hand to write, your hand has kinetic
energy.
Ex.3 p.54 Read and discuss the text: “Kazakhstan 2050”.
Make a brief comment to the article.
Do you remember any facts about energy storage system?
Before discussion, do Ex. 4 p.54 (new words).
Gravitational Pumped
energy
storage
storage
- Rechargeable Seasonal
batteries
thermal
storage
Workbook p.54
A table
Non – defining relative clauses:
Ex. 5 – 6 p.54. Think about the commas.
W.B. p.54
Giving the homework. WB p.54, learn new words and its
definitions.
Ending
Ask students: What have you learned today? What can you
the lesson
do now? And elicit answers: I can talk about different types
of energy.
End
Feedback: Teacher asks students what task was difficult to 33333333333332222
Additional
information
1min
them and which pair worked well.
Differentiation –
Assessment –
How do you plan to give more
How are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by
task (selection of learning materials
and resources based on student
strengths).
By support. Less able learners will
be supported through step-by-step
instructions, graphic organizers,
sentence frames, glossaries, thinking
time. Small group learning.
By outcome providing challenge,
variety and choice.
Observe learners when participating
in reading, listening, speaking,
writing. Did each learner involved
into work? If not, why not? (e.g.
didn’t understand what to do; not so
confident speaking English; not
interested in topic; other).
Students
think
critically,
exploring,
developing, evaluating
and making choices
about their own and
others’ ideas
Short-term plan 61
Term 3
Unit 6. STEM
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Second and third conditional
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.R.6 - recognise the attitude, opinion or tone of the writer in extended texts on
a range of more complex and abstract general and curricular topics;
11.S.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics;
11. UE.6 - use a growing variety of impersonal and cleft structures on a wide
range of general and curricular topics.
All learners will be able to:
 Identify the theme, active words and use them as the basis for discussion.
 Demonstrate knowledge for usage of the Second and third conditional,
making stories using this grammar material. Transfer information from
the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
 Provide a point of view in conversations and discussions.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a topic about past events and memories.
 Use skills such as brainstorming, discussion to gather information.
Appreciate nature and its resources.
Natural science, Social science, Linguistics.
Intelligent energy storage.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
The students are going to listen to the song” If I had
a million dollars” and find sentences with
Conditional II.
Beginning Conditionals If clause
Main clause
the lesson Zero conditional
If + Present Simple Present
Simple
Conditional I If + Present Simple Will (shall) +
Infinitive
Conditional II If + Past Simple
Would(
could)+ Infinitive
Conditional III
If
+
Past
Perfect
Would(could) have + Participle II
Exercise 1 p. 56 Tell students they read the article
from the forum and match the views with the global
issues. Check answers as a class.
A. disease
B. famine
C. global warming
D. nuclear weapons
Give your examples connected with condition II
and a global issue.
What is the differences between Second and third
Conditional sentences.
Group work: Read the Learn this and make a
Main
poster of conditionals.
Activities Ex.3 p.56 Rewrite the sentences using the II or III
conditional sentences, do not change the meaning.
E.g. If I hadn’t broken my old glasses, I wouldn’t
have bought some new ones.
I wouldn’t have bought some new glasses if I
hadn’t broken my old ones.
Do not forget about a comma: If … ,
Look at the table: Alternatives to if
Exercises: 4,5p.56. Students complete the
sentences. Check answers as a class.
Exercise 6 p.56 Students make up their own
sentences in pairs. Then, ask a few students to read
the sentences.
Giving the homework. WB p.55
Ask students: What have you learned today? What
Ending the
can you do now? And elicit answers: I have
lesson
understood how to use second and third
conditionals.
End
Feedback: Teacher asks students what task was
Additional
information
1min
difficult to them and which pair worked well.
Slide (useful phrases)
Pictures
PPT
Presentation
Video and images
Posters
Handouts with task
St. B. p.56
33333333333332222
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, writing. Did evaluating and making choices
each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 62
Term 3
Unit 6. STEM
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Hashtag activism
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
11.C.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.L.1- understand the main points in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.L.8 - recognise inconsistencies in argument in extended talk on a range of
general and curricular subjects, including some unfamiliar topics;
11.S.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics;
11.S.2 - 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. R.7 - recognise patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics.
All learners will be able to:
 Increase awareness of their attitude toward hashtag activism.
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
Learn to value the activities of hashtag movement.
Social science, Linguistics.
Second and third conditionals.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other countries connected with hashtag activism.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting
Main
Activities
students know what to anticipate from the lesson.
Lead-in.
Tell the students: Do you have any idea what the
hashtag activism is? Do we have this movement in
Kazakhstan? Then try to use your mobile phones to
give a definition to hashtag activism.
Given students 1-2 minutes, then elicit ideas from
the class.
Exercise 1 p.57
Ask students to read the slogans quickly and decide
what they are about. Elicit some opinions and
reasons.
Occupy Wall street, protest about social and
economic inequality, protests against violence
towards black people…
Hashtag activism – give a definition to it:
Hashtag activism is a term coined by media
outlets which refers to the use of Twitter's
hashtags for Internet activism. ... Hashtag
activism is a way to expand the usage of
communication and make it democratic in a way
that everyone has a way to express their opinions.
Drawing on the insights of network theory, the
article proposes a model of “networked activism”
that would help ensure both deep participation and
broad mobilization by encouraging the formation of
highly participatory small groups while providing
opportunities for those small groups to connect
with one another.
What is the most tweeted hashtag?
The current record for the most used hashtag in 24
hours on Twitter is 60,055,339 > @GWR, Asim
riaz based hastag #AsimForTheWin is the highest
for any celebrity in the world!
Think of hashtags as a way to connect social
media content to a specific topic, event, theme or
conversation. They also make it easier to discover
posts around those specific topics, because hashtags
aggregate all social media content with that same
hashtag. ... Hashtags are effective on other social
media platforms too.
Ex.2 p.57 Read and discuss:
What are positive sides of hashtag activism in
this text?
Listening activity.
While listening, pay attention to linking words.
Ex. 3 – 5 p.57
Ex.6 Choose the correct linker. Do it in pairs and
try to do self – evaluation of Ex. 3 – 6 p.57.
Exercise 7 p.57
In pairs, students match the speakers with sentences
A – E. Monitor and help where necessary.
Pictures
PPT
Presentation
Video and images
Handouts with task
CD.2.28
CD.2.29
CD. 2.30
Speaker 1 - C
CD .2.31
Speaker 2 – A
Speaker 1 – B
Speaker 1 - E
Giving the homework. WB p.56.
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can use the
information made by hashtag activists.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students think critically,
Differentiation can be achieved Observe
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, writing. Did evaluating
and
making
each
learner
involved
into
student strengths).
choices about their own and
By support. Less able learners work? If not, why not? (e.g. others’ ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others.
Short-term plan 63
Term 3
Unit 6. STEM
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Mixed conditionals
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Number absent:
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.R.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.S.1 - use formal and informal language registers in talk on a range of general
and curricular topics, including some unfamiliar topics;
11.S.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics;
11. UE.5 - use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics.
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of mixed conditionals in the text.
Transfer information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
 Provide a point of view in conversations and discussions; describe the plot
of the story using active vocabulary and studied grammar.
 Use skills such as brainstorming, discussion to gather information.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a presentation about the Red nose day and Mixed conditionals.
Appreciate biodiversity. Learn to value the lives of animals.
Social science, History.
Hashtag activism.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Pastoral Care
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
You know 4 types of conditionals. There is one
more type in Grammar. It’s Mixed
conditionals.
Look at the scheme and find the difference:
When we talk about an imaginary or hypothetical
situation, we sometimes need to use a nixed
conditional structure. There are two types of nixed
conditionals.
Beginning
Structure
the lesson
Third second mixed conditionals
If I had (+ past participle)
..., I would (+ infinitive) ...
Instead of would, we can use could or might.
Second third mixed conditionals
If I did ..., I would have (+ past participle) ...
Instead of would, we can use could or might.
Yesterday I went to bed early. I am not tired today.
If I had gone to bed late, I'd be tired today.
What would you have done if you were me?
If it wasn't so cold in this country, we could have
gone out yesterday.
Complete the sentences below with a third second
mixed conditional.
1. Simon woke up early and is very sleepy now. If
he (not/wake up) early, he (Not/be) sleepy now.
2. I am at home now because it started raining. If it
(not/start) raining, I (be) out.
3. The Spanish team didn't train well at all, so they
are not champions. If they (train) well, they (be)
champions.
4. I lost my job, so I need to look for work.
If I (not/lose) my job, I (Not/need) to look for
work.
Main
5. James won the lottery, so he doesn't need a job
Activities now. He (need) a job if he (not/win) the lottery.
6. Alan had a serious argument with his friend
Paul. They are no longer friends. If Alan
(not/argue) with Paul, they (still/be) friends
now.
II. Discussion of the text “Red nose day|”. Do
people in Kazakhstan have the similar event?
Was it a protest?
Find examples of mixed conditionals in Ex.1
p.58. In pairs, explain the usage of mixed
conditionals.
The competition between 2 groups: The Best in
Resources
Presentation
Presentation
Video and images
Handouts with task
A table of mixed conditionals.
Grammar. Ex. 3 – 4 p.58. Who will be the first to
do exercises without mistakes? The score is 16.
Practice 3
Last week, Nick was on holiday in France. Read
the following facts about Nick and the problems he
had in France, and write a second third nixed
conditional sentences like in the example.
He doesn't drink alcohol.
He isn't interested in
art.
He isn't rich.
He never cooks his lunch well.
He works in
the summer. He can't speak French.
1.
He didn't understand the locals.
Handouts with tasks
If he could speak French, he would have
understood the locals.
2.
He didn't visit any art museums.
If he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.........................................
.....
3.
He stayed at a cheap hotel.
He . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.........................................
.....
4.
He didn't try any French wine.
If he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.........................................
.....
5.
He went there during winter.
If he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.........................................
.....
6.
He got food poisoning in the evening.
If he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
......................................
Keys:
2.
If he was/were interested in art, he would
have visited some art museums.
3.
He wouldn't have stayed at a cheap hotel if
he was rich.
4.
If he drank alcohol, he could have tried
some French wine.
5.
If he didn't work in the summer, he
wouldn't have gone there during winter.
6.
If he cooked his lunch properly, he
wouldn't have got food poisoning in the evening.
Ending
Students take a piece of paper, answer the
question: What if…… and passed to the
teacher. The teacher sticks the answers to the
blackboard.
Giving the homework. WB p.57
the lesson
End
1min
Ask students: What have you learned today? What
can you do now? And elicit answers: I can
understand how to use mixed conditionals.
Feedback: Teacher asks students what task was 33333333333332222
difficult to them and whichAdditional
pair workedinformation
well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, writing. Did evaluating and making choices
each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By
outcome
providing
challenge, variety and choice.
Short-term plan 64
Term 3
Unit 6. STEM
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Verb patterns
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
11.C.10 - use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world;
11.R.6 - recognise the attitude, opinion or tone of the writer in extended texts on
a range of more complex and abstract general and curricular topics;
11.S.1 - use formal and informal language registers in talk on a range of general
and curricular topics, including some unfamiliar topics;
11.S.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics;
11. UE.5 - use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics.
All learners will be able to:
 Increase awareness of their attitude toward the theme.
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information and
identify a verb pattern correctly.
Some learners will be able to:
 Practice expressing personal attitudes and knowledge toward the topic.
Learn to value the lives of people.
Social science, Politics.
Mixed Conditionals.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
https://youtu.be/sGbHSzTpeHc
Video and images
Lead-in.
Listen to Gerund & Infinitive song and write
down verb patterns. What rules do you remember?
Discuss with your partner.
Presentation
Exercise 1 p.59
Focus attention on the photo and think about the
title. Ask students to read the text and answer the
question. Find verb patterns:
Infinitive
Gerund/ Ving form
Exercise 2 page 59
Ask students to read and find the examples with
Main
Activities the rules in the Learn this! Box. Check answers as
a class. Then ask students to find examples for
each rule in the text of Ex.1
Handouts with task
Exercise 3 page 59
Students choose the correct options. They can refer
to the Learn this! box if necessary. Check answers
as a class. Do not forget about the descriptor: To T.B. p.34
identify a verb pattern correctly: Score – 6.
Exercise 4 - 5 page 59
Go through the Learn this! Box together. Then ask
students to choose the correct options to complete
the text. Check answers as a class. Each student
does the activity individually.
Giving the homework. WB p.58
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can use
articles and quantifiers.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students think critically,
Differentiation can be achieved Observe
participating
in
reading,
by task (selection of learning
exploring,
developing,
materials and resources based on listening, speaking, writing. Did evaluating
and
making
each learner involved into choices about their own and
student strengths).
By support. Less able learners work? If not, why not? (e.g. others’ ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
I Want to Break Free
Queen
I want to break free
I want to break free
I want to break free from your lies
You're so self-satisfied I don't need you
I've got to break free
God knows, God knows I want to break free
I've fallen in love
I've fallen in love for the first time
And this time I know it's for real
I've fallen in love, yeah
God knows, God knows I've fallen in love
It's strange but it's true, yeah
I can't get over the way you love me like you do
But I have to be sure
When I walk out that door
Oh, how I want to be free, baby
Oh, how I want to be free
Oh, how I want to break free
But life still goes on
I can't get used to…
Short-term plan 65
Term 3
Unit 6. STEM
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Making a difference
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.S.2 - 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.S.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics;
11.R.7 - recognise patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics;
11. UE.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics.
All learners will be able to:
 Increase awareness of their attitude toward the topic; stimulate the roles
of organizers and other citizens taking action to resolve issues at the
local, state, and national levels.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information,
stimulate the roles of organizers and other citizens taking action to
resolve issues at the local, state, and national levels.
Some learners will be able to:
 Demonstrate ways that individuals and groups can influence government
and society.
 Recognize the value and effect of various civic engagement activities,
practice expressing personal attitudes toward the topic.
Recognize the value and effect of various civic engagement activities.
Social science, Culture.
Verb Patterns.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Begin the lesson by asking students showing a
Brain POP movie to the whole class (or more than
one movie depending on your time) featuring an
activist, such as Cesar Chavez, Mahatma Gandhi,
Malala, Martin Luther King, Jr., Malcolm X,
Rachel Carson, Wangari Maathai, and Brown Vs. Pictures
Board of Education.
PPT
After the movie(s), ask students how the featured
person made a difference in their community,
country, or world.
Making a difference – Comment these words.
Whiteboard
Main
Activities
Presentation
Exercise 1 page 60.
How can young people make a difference?
Look at the pictures and think about problems that
are touched? Check answers as a class. Then ask
students to speak about people who have changed
the world even a little.
Exercise 2 page 60. Reading activity.
Students are divided into 3 groups. Each group has
to choose the articles randomly and speak about the
problems. If it is not difficult, they can prepare a
commentary of their own article.
Text A
motivation
bullying
Text B
voluntary
work
politics
Text C
A talent for
writing
A community
newspaper
A Table
A – tech
Elections, the A challenging
compliments
eighth position activity
Express your ideas of the activity
Ex.4 p.60
Through literature, music, writing, and art this unit
offers
many
classroom-friendly
service Video and images
opportunities in order to help each individual
determine what role or roles they can play in
helping to create a beautiful community in which to
live.
Describe a picture
What are the children doing?
Handouts with task
UK's Prince Harry vows to make a difference
Britain's Prince Harry wants to make a difference.
The 32-year-old royal talked exclusively to a An article
documentary team. In a candid interview, he spoke
about his charity work and the effect the death of
his mother had on him. Harry confessed that for a
long time after, it was difficult to be a prince. His
charity work helping orphans and war veterans has
given him a new perspective on life and on how he
can use his position to do good.
Harry said he did not always have such a positive
outlook and used to "bury his head in the sand". He
said: "I was fighting the system." Things have
changed completely for him. He said: "Now I'm
just so…energised to be lucky enough to be in a
position to make a difference." He said it was, "fun
to be good and boring to be bad". He added:
"Whether it's in your local community, your
village...walking down the street….Whatever it is,
just do good."
Make a conclusion to this article.
Ex.5 – 6 p.61 should be done in pairs. Do not forget
about the descriptors:
 To identify new words/ phrasal verbs in the
text and be able to give definitions to them.
 To understand the concept of the text and A project
define if the sentence is true or false.
What can you do to make a difference?
Giving the homework.
Learn phrasal verbs and make sentences with
them.WB p.59.
Ending the
Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can use
phrasal verbs. I understand how people can make a
difference.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students think critically,
Differentiation can be achieved Observe
in
reading, exploring,
by task (selection of learning participating
developing,
listening,
speaking,
writing.
Did
materials and resources based on
evaluating
and
making
each learner involved into choices about their own and
student strengths).
By support. Less able learners work? If not, why not? (e.g. others’ ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
I. Listening — Listen and fill in the gaps
Britain's Prince Harry (1) ___________________ a difference. The 32-year-old royal talked (2)
___________________ documentary team. In a candid interview, he spoke about his charity
work (3) ___________________ the death of his mother (4) ___________________. Harry
confessed that for a long time after, it was difficult to be a prince. His charity work helping
orphans and war veterans (5) ___________________ new perspective on life and on how (6)
___________________ position to do good.
Harry said he did not always have such a (7) ___________________ and used to "(8)
___________________ the sand". He said: "I was fighting the system." Things have (9)
___________________ him. He said: "Now I'm just so…energised to (10)
___________________ to be in a position to make a difference." He said it was, "fun to be good
(11) ___________________ bad". He added: "Whether it's in your local community, your
village...walking down the street…. (12) ___________________ do good."
II. Discuss the following questions.
• What examples of A-list celebrities can you think of?
• What people from your country have become famous overnight? What are they famous for?
• What story or scandal has recently hit the headlines in your country and why?
• What glossy magazines do you read?
• Should we ban tabloids? Why/why not?
• What kind of talent shows do you have in your country? Are there any winners who are
destined for stardom?
• Should celebrities be role models?
• If you were an A-list celebrity, how would you use your fame and power to make a difference
in the world?
III. Match words with their meanings (a-f).
Urgency/ denounce/ march / rally / mobilize / disobedience
A. to walk along a road as part of a group of people protesting
B. a public meeting of a large group of people, especially supporters of a particular opinion
C. someone’s behaviour when they do not obey orders or rules
D. to criticize something or someone strongly and publicly
E. to organize people to support something or to prepare to fight
F. the quality of being very important and needing attention immediately
IV. Complete sentences below with vocabulary from ex. 3. In some cases, you have to change
the form of the words.
a) These activists showed that civil ………………… can impact political outcomes.
b) The ………………… of the climate change crisis has been highlighted recently by
politicians.
c) Representatives for all the main candidates are trying to ………………… voter support.
d) Environmental groups held a ………………… in London last week.
e) The government's economic policy has been ………………… as irresponsible.
f) Health workers are today ………………… through the centre of Dublin in protest against
government cuts.
5. Watch a video [http://bit.ly/FondaProtests] and summarize it briefly.
Short-term plan 66
Term 3
Unit 6. STEM
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Collaborative task
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.L.7 - understand speaker viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics, including some unfamiliar
topics;
11.S.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11. S.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics.
All learners will be able to:
 Develop their listening skills for gist and specific information in the
context of talking about collaborative task.
 Recognize and use key phrases for talking about working together.
Most learners will be able to:
 Create their own dialogues based on the given situations. Use skills such
as brainstorming, discussion to gather information.
Some learners will be able to:
 Perform situations talking about collaborative task.
Appreciate the ability of working together.
Social science.
Making a difference.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
The lesson greeting.
Board
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Resources
Main
Activities
What is a collaborative task?
An assignment in which one or more students must
work together to contribute to and complete a
common product; a single grade is assessed for the
entire group.
What is the purpose of collaborative learning?
Collaborative learning makes students with
different backgrounds, race, or upbringing, to work
together. ... They are able to hear different opinions
and learn more about different cultures. The
collaborative learning methodology is ideal for
children that have difficulties in a social setting.
Exercise 1 page 62.
Focus attention on the photos. Elicit a few ideas
about the connection between Greenpeace and
WWF.
Exercise 2 page 62.
Students describe the problems and solutions
together. Check answers as a class.
Exercise 3 page 62.
Go through the reading task together. Organize a
group of 5 students. Fill in 18 key phrases.
Do not forget about the descriptors.
Check answers as a class.
Descriptor. A learner:
•
gives an appropriate answer.
•
discusses questions and answers the
questions.
•
uses appropriate subject-specific vocabulary
while speaking.
Listening task: Two students do the task together.
What is the purpose of their task?
What do they do to solve a problem of the climate
change?
The second group also does the collaborative task.
Listen to them and add the information about their
ways of solving a problem.
Ex.7 p.62 Key – phrases. Listen and tick the
phrases the students use.
Projector
Internet
Presentation
images
Handouts with task
CD.2.32
CD. 2.33
CD.2.24
Make a conclusion about collaborative tasks in Project tasks
your class. What activities can you do?
Giving the homework. WB. p.60
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can
understand the role of the collaborative work…
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, writing. Did evaluating and making choices
each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Criteria
5 excellent
4
good
Fluency
Smooth and fluid speech;
few to no hesitations; no
attempts to search for
words;
volume
is
excellent.
Smooth and fluid speech;
few hesitations; a slight
search
for
words;
inaudible word or two.
3
fair
Speech
is relatively
smooth; some hesitation
and unevenness caused
by
rephrasing
and
searching for words;
volume wavers.
2
poor
Speech is frequently
hesitant
with
some
sentences
left
uncompleted;
volume
very soft.
Pronunciation
and accent
Pronunciation is
excellent;
good
effort at accent
Vocabulary
A wide range of
well-chosen
vocabulary
Accuracy
variety
grammatical
structures
Pronunciation is
good; good effort
at accent
Good range of
relatively
wellchosen vocabulary
Makes an effort to
interact
with
the
partner but doesn't take
a leading role.
Pronunciation is
okay; Some effort
at accent, but is
definitely
nonnative
Pronunciation is
lacking and hard
to understand; No
effort towards a
native accent
Vocabulary range
is lacking
Some errors in
grammatical
structures possibly
caused by attempt
to
include
a
variety.
Frequent
grammatical errors
that do not obscure
meaning;
little
variety
in
structures
Frequent
grammatical errors
even in simple
structures that at
times
obscure
meaning.
Limited
interaction
with the partner.
Basic vocabulary
choice with some
words
clearly
lacking
Grammar
&
of
Pair work
(interaction)
Actively
supports,
engages, listens and
responds to the partner.
Takes a leading role.
Some effort to interact
with the partner but
doesn't take a leading
role.
Short-term plan 67
Term 3
Unit 6. STEM
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
A report
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.S.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics;
11.R.3 - 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.W.1 - plan, write, edit and proofread work at text level independently on a
wide range of general and curricular topics;
11. W.6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics.
All learners will be able to:
 To understand how to write coherent paragraphs according to a given
pattern;
Most learners will be able to:
 To know about how to give relevant and practical suggestions according
to diagram;
 To practice how to sum up ideas for conclusion part.
Some learners will be able to:
 To identify the focused and targeted feedback given by teacher;
 To understand more about the use of phrases by doing an online activity.
Appreciate the skills to write a report and do an online activity.
Social science, Linguistics, Business Letter.
Collaborative task.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Presentation
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
A teacher asks students to explain a word
“Report”. Make a cluster of this word.
Cluster
Beginning
the lesson
Exercise 1 page 71.
Students read the article and think about advantages
and disadvantages of banning traffic from town
centres.
Advantages
Disadvantages
Main
Activities
images
Your recommendations: Taking the different views
of local people and visitors we came to the
conclusion that…
Teacher will
• Tell them the use of reporting verbs how to
integrate the ideas. A list of commonly used
reporting verbs is provided to learn by heart.
States
Claims
Describes
Shows
Maintains
Handouts with task
Suggests
Highlights
Defines
• Tell students the use of linguistic features
associated with genre and to building up
knowledge about the use of modal verbs (can,
could, may, might and should, must)
• Tell them the adjustment of adverbs (first of all,
secondly, possibly, probably)
• Tell them the use of conjunctions ( therefore,
moreover, however)
• Introduce a list of phrases to be used in the most
important part of report , which is as
follows:
• There are several reasons for this. Firstly,
...Secondly….Thirdly
• Other causes played a part. Firstly, Secondly,
Thirdly
• A key factor was... ('key' means 'important')
• This is due to ...
• This is a reflection of...
Handouts with task
• As a result, ...
• Consequently, ...
• This meant that...
Ex. 2 – 4 p.63 Group work.
Look at key phrases and plan and speak about the
structure of a report.
Students will work individually
• Teacher will ask to underline all reporting verbs
and modal verbs and conjunctions on the reports to
know the appropriate function and usage of verbs
and do an activity.
• Each student will construct an independent report
and submit it to the teacher for evaluation.
Read a report of Ex.4 and express your opinion as
an expert.
4 experts will check the reports of students. Given
instructions:
 The theme, structure;
Reports
 Advantages and disadvantages/ using the
right linking words;
 Conclusion.
APPENDIX
Choose the correct word suggested on the right to
complete the sentence:
1: it is ____ that drug abuse is a widespread
phenomenon. (Stated, claimed, suggested)
2: It is _____ that drug users are serious threat to
society as they are the cause mass crimes in
society. (Claimed, described, defined)
3: This report ____ the causes and effects of drug
menace along with suggestions. (Outline, address,
list).
If it’s difficult to write a report, choose one part of
it. Do this task in groups or in pairs.
Giving the homework. Report or WB p.61.
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can write a
report about…..
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, writing. Did evaluating and making choices
each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
REPORT ON INFLATION AND ITS EFFECT
Paragraph 1:
This year, the prices of electricity and petrol have been increased to 35%. This has imbalanced
everything.
Firstly, the process of rising prices goes on in our country unchecked. No one in government
takes responsibility to control it.
The increase of rates in the energy sector has shaken the very foundation of society.
Paragraph 1: Rearrangement
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Paragraph 2:
More than 5 billion of people in our country are living below the line of poverty. The number is
daily increasing.
The rates of grocery and food items like oil, meat, vegetables and pulses have gone out of reach
of common man.
Secondly, the daily provisions of life gain momentum in their prices when the prices of petrol
and electricity are increased.
_____________________________________________________________________________
Paragraph 3
Thirdly, people who cannot afford to live even a simple life are tempted to earn livelihood by
unfair means.
Poverty drives them to beg, borrow and steal.
Shopkeepers and businessmen become cruel and resort to hoarding and black marketing.
_____________________________________________________________________________
_____________________________________________________________________________
Short-term plan 68
TERM 3.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the sixth unit "STEM"
Learning objectives
11.R.3 - 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.R.7 - recognise patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular
topics;
11.W.1 - plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics
11.W.6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics ;
11. UE.8 - use a wide variety of future forms, including future perfect
forms on a wide range of general and curricular topics.
Assessment criteria
Form ideas effectively and demonstrate the ability to express them
clearly.
Find particular facts and parts in reading passage.
Organize sentences, paragraphs and ideas logically using a variety of
linking devices.
Identify and use punctuation in the sentences properly.
Use a wide variety of future forms, including future perfect forms to
write a report.
Application
Higher order thinking skills
20 minutes
Level of thinking skills
Duration
I. Reading
Read the article about a science competition. Six sentences have been removed from the article.
Choose the best answers (A–H) to complete the article. There are two extra sentences.
Do you love science? (1) …………Here at the Science Institute we recognise the importance of
people like you to the future of technology and every year we hold a nationwide competition to
discover young inventors of the future; people who will shape our future lives. It doesn’t matter
whether you’re 11 or 18. There will be prizes for a range of different categories, depending on
the type of invention and the age of the entrants, but the main prize will be for the best invention
by a team of young scientists on a particular theme.
(2) …………Last year, it was ‘Clothes of the Future’, and the winners were a team from
Blackhill Secondary School who came up with a new thermal material that would retain heat
even in the coldest temperatures. This year’s theme is ‘Transport’. (3) …………You might have
an idea for a labour-saving device to use in an existing means of transport – in cars, on a bike, on
a plane, etc. Alternatively, you may think of a completely new way of getting around altogether.
Now, that would be interesting, wouldn’t it? Whether your invention is big or small, we want to
hear about it.
The first thing to do is to form a team at your school and discuss your ideas with your teacher.
(4) …………The ideas must be your own. Then, hand in your ideas in writing, showing the
processes you went through and your reasons for developing this particular project. We need to
receive your idea before the 2nd April. All entries will be examined by a team of experts and the
best one will be chosen by the end of June. (5) …………The winners will be invited to a prizegiving ceremony at the Ritz Hotel in London on the 15th August.
The first prize is an amazing opportunity for the winning team to travel around the United States
using every possible form of transport in existence! Last year’s winners spent a month on a
station in the Arctic to see for themselves how their special gloves worked in such freezing
temperatures. ‘It was the chance of a lifetime,’ said Pam Parker, one of the lucky team. ‘We had
a wonderful time and I’ve come back with so many ideas. (6) …………You never know what
you can achieve until you try!’ So, start thinking, and we look forward to receiving your entries.
For more details, go to our website.
A.
B.
C.
D.
E.
F.
G.
H.
In particular, do you love inventing new things and ways of doing things?
You may ask yourselves why science is so interesting.
You will be informed of the results in early July.
The judges’ decision is final.
Every year the theme changes.
Remember that the teacher will be there to give you guidance, not to help with ideas.
I’d recommend entering this competition to everyone.
You can interpret the theme in many ways.
II. Writing
Task 2. Write your report.
Last year, your school took measures to make the territory cleaner and greener. The director of
school would like to hear your opinion on the measures they will take and any suggestions for
future improvements.
Write a report. Write at least 150 - 170 words.
Use the following plan.
Paragraph A: Introduction
Paragraph B: Reporting views
Paragraph C: Summing up/ Giving your opinion
Paragraph D: Recommending/ Suggesting.
Total: 11 points
Unit 6. Review (Workbook p.62 – p.63)
Home – assignment: WB p.63
Short-term plan 69
Term 3
Unit 7. Reading for pleasure
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Non – fiction in Kazakhstan
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion
11.L.4 - understand implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.S.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics
11.S.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics
11.R.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics
All learners will be able to:
 Increase awareness of their attitude toward the theme;
 Identify the theme, new words and use them as the basis for discussion.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
 Provide a point of view in conversations and discussions; describe the
plot of the book using active vocabulary.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about non – fiction in Kazakhstan.
Appreciate love to read non – fiction, especially non – fiction in Kazakhstan.
Literature, Stylistics, Social Science, Psychology, Information Technology.
A report.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
Beginning
the lesson
Main
Activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Kazakhstan is a new country, and few books of
interest to the general audience have so far been
written about it in English. Too bad, since there is a
lot to say. We have highlighted 6 books that we
recommend for the traveler who wants to
understand Kazakhstan better before or after her
visit. Look at the titles of the books. Have you read
or heard about them?
Best books about Kazakhstan
Dark Shadows – Joanna Lillis
The Silent Steppe: the Story of a Kazakh Nomad
under Stalin – Mukhamet Shayakhmetov
The day lasts more than a hundred years – Chingiz
Aitmatov
Book of Words – Abai
Once in Kazakhstan: The Snow Leopard Emerges –
Keith Rosten
The Nomads – Ilyas Esenberlin
Propaganda
Apples are from Kazakhstan (The Land that
Disappeared) – Christopher Robbins
Nazarbayev and the Making of Kazakhstan –
Jonathan Aitken
Coffee table books
The Soul of Kazakhstan – Alma Kunanbay and
Wayne Eastep
Nomads and Networks – Soren Stark
Novels
Zahir – Paolo Coelho
Performance Anomalies – Victor Robert Lee
The keeper of Antiquities – Yuri Dumbrovsky
Guidebooks
Bradt guide to Kazakhstan – Paul Brummell
Odyssey guide to Kazakhstan – Dagmar Schreiber
Exercise 1 page 64.
In pairs, students describe one of the books and
then answer the questions.
Exercise 2 page 64.
Go through the task together. Then students read
the words, try to give definitions to them and match
with the photos.
Speak about the types of non – fiction books.
(Work in 3 groups). Give the examples of non –
fiction in Kazakhstan/ Russia/ the UK/ the USA/
France.
Listening Activity. Ex. 4 – 5 p.64
Do not forget about the descriptors.
 Listen attentively and answer the questions
Video and images
Presentation
SB. P.64 – p.65
TB. P.36
CD. 3.02
correctly.
Ex.6 p.65.Read the text and discuss it in pairs.
While reading, do the vocabularies.
After – reading activity: Ex.8 p.65.
Go through the instructions Recycle together.
CD. 3.03
Students find examples of each structure in the text
and exercise. Check answers as a class.
Extra activity
Write these quotes on the board. Ask the students
to comment them.
Handouts with task
If you don’t have time. Do it on the next lesson.
Monitor and help with grammar and vocabulary
where necessary.
Giving the homework.
WB p.64, A presentation about Dosym
Ending the Satpayev.
lesson
Ask students: What have you learned today? What
can you do now? And elicit answers: I can speak
about non – fiction in KZ.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students think critically,
Differentiation can be achieved Observe
participating
in
reading,
by task (selection of learning
exploring,
developing,
materials and resources based on listening, speaking, writing. Did evaluating
and
making
each
learner
involved
into
student strengths).
choices about their own and
By support. Less able learners work? If not, why not? (e.g. others’ ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 70
Term 3
Unit 7. Reading for pleasure
Date:
Grade 11
School №
Teacher’s name:
Number present:
Number absent:
Future Continuous, Future Perfect and Future Perfect
Continuous
11.C.9 - use imagination to express thoughts, ideas, experiences and feelings;
11.C.10 - use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world topics, including talk on a growing range of
unfamiliar topics;
11.R.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.R.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.UE.8 - use a wide variety of future forms, including future perfect forms on a
wide range of general and curricular topics;
11. W.3 - write with grammatical accuracy on a wide range of general and
curricular topics.
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of the Future Tenses.
 Transfer information from the given information into a graphic
organizer.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
 Apply Future Tenses in speech correctly.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
 Make a topic about future plans and holidays.
Responsibility, Global Citizenship, Respect and Love to people and holidays,
ability to make plans.
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Plan
Social Science, Psychology, Geography, Information Technology, History.
Non – fiction in Kazakhstan.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Exercise 1 page 66. Ask students to discuss the
questions in pairs. Elicit students’ answers.
Underline future plans.
Exercise 2 page 66. Focus on the Learn This.
Explain the differences among Future Continuous/
Future Perfect and Future Perfect Continuous.
Look at the future plan and complete the sentences.
Speak about your future plans using future tenses:
Next year:
Next year this time:
By this time next year:
Do not forget about Continuous tenses and verbs
which are not used in the Continuous tenses.
Look out! Ex.5 p.66.
Consolidation of the theme connected with books:
Ex.10 p.65
Give a detailed commentary of the quotes.
Speak about the books you will read/ you will be
reading and why/ you will have read by….
Elicit any facts that surprised students.
The story of I. Asimov “I, Robot”.
•
Teacher organises group work on topic from
the site www.buzzle.com. (G) Learners are divided
into small groups of 3-4; and are given the
instructions: surf the internet to find information
about the writer of this story. (If the Internet
connection is not available, teacher can use
information from Appendix 1). They should
prepare mini-research poster.
•
(G) Learners work in the following
directions and arrange information:
Group 1: I. Asimov
Group 2: Robots
Group 3: Robots and people.
Group 4: A school of future(a mechanical teacher)
(G) Learners distribute the roles in the group
Student 1 – timekeeper
Student 2 – researcher
Student 3 – teacher
Student 4 – painter
Resources
Slide (useful phrases)
Pictures
PPT
Presentation
A table
Handouts with task
SB. p.p. 65 – 66
The portrait of I. Asimov.
Using a mind – map, each group prepares a A mind – map
summary of the text.
Isaac Asimov book series
bibliography Wikipediaen.wikipedia.org ›
I, Robot is a fixup novel of science fiction short wiki › Isaa...
stories or essays by American writer Isaac Asimov.
... The book also contains the short story in which
Asimov's Three Laws of Robotics first appear,
which had large influence on later science fiction
and had impact on thought on ethics of artificial
intelligence as well.
Ex.6 p. 66. Pair work
Giving the homework. WB p.65.
Slide (Homework)
Ask students: What have you learned today? What Slide "Six thinking hats"
can you do now? And elicit answers: I can describe
my future plans.
Ending the
lesson
Students express their attitude to the lesson and give selfassessment using the method: “Six thinking hats”:
•
Green: How can you use today's learning in different
subjects?
•
Red: How do you feel about your work today?
•
White: What have you leant today?
•
Black: What were the weaknesses of your work?
•
Blue: How much progress have you made in this
lesson? (Now I can, I still need to work on, I've improved in,
Today I learnt...
•
Yellow: What did you like about today's lesson?
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students think critically,
Differentiation can be achieved Observe
in
reading, exploring,
by task (selection of learning participating
developing,
listening,
speaking,
and
writing.
materials and resources based on
evaluating
and
making
Did each learner involved into choices about their own and
student strengths).
By support. Less able learners work? If not, why not? (e.g. others’ ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Appendix1 Teacher observation checklist
Student's name ________________________________________
Positive Aspects
Completed the individual role-card.
Used extracts from the text to support his/her ideas.
Asked open-ended questions.
Listened while others talked.
Encouraged peers to share their ideas.
Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
Didn't complete the individual role-card.
Didn't appear to be listening or interrupted when others were speaking.
Did not use text to support his/her opinions.
Comments __________________________________________________
Short-term plan 71
Term 3
Unit 7. Reading for pleasure
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Trip of a lifetime
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Plan
Number absent:
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world topics, including talk on a growing range of unfamiliar
topics;
11.L.4 - understand implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.S. 3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11. S.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics.
All learners will be able to:
 Develop speaking skills through communication trip of a lifetime;
 Understand a text and improve reading skills through recognizing typical
features at word;
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
 Select, compile, and synthesize information from the reading passage for
an oral presentation.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills;
 Demonstrate the ability to find correct information without any mistakes;
 Apply topic related vocabulary in speech with grammar accuracies.
Value the importance of travelling and the ability to choose a trip of a lifetime.
Geography, Social science, medicine, History.
Future Tenses.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases).
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
The students look at the picture, try to imagine the
trip. They answer the questions and speak about a
trip of a lifetime.
Pictures
PPT
Beginning
the lesson
1) Where are you planning to go for your next
holiday?
2) Is there a place you’d never visit again? Where
and why?
3) Do you prefer traveling independently or with a
group on an organized tour?
Can you give the synonyms to a word “trip?”
Main
Activities
Travel, trip or journey?
Vocabulary note:
Travel (noun, uncountable) – the activity of
traveling: Business travel is a significant expense for
companies. Air travel is very safe. I love music,
literature, good food and travel. Travels (plural
noun) – journeys: Join me on my travels. Read about
my travels. I write about my travels in my diary.
Journey (noun, countable) – the act of traveling
from one place to another, especially in a vehicle
(e.g. a car, truck, etc.): Have a safe journey! I love Presentation
listening to music during long car journeys. The
journey was quick because the road was clear. A
journey can also mean a trip over a long period or a
great distance: We are planning a journey to China.
They set off on the long journey home. This will be
an epic journey. A journey is also a process of
changing and developing over a period of time
(literary language): My journey through life is
always exciting. Read about her spiritual journey to
freedom.
Trip (noun, countable) – a journey in which you go
somewhere, usually for a short time, and come back
again: The trip from Tokyo to Yokohama takes an
hour by car. We are going on trip to France this
summer. How about a trip to the zoo this afternoon?
Exercise 1. Choose the right word to complete the
sentences (sometimes a few answers are possible):
The boat (travel/journey/trip) down the Amazon was
great.
He makes the (travel/journey/trip) to Moscow three
times a year.
I would like to rest after the long
(travel/journey/trip).
Let me tell you about my (travel/journey/trip) to
happiness.
Space (travel/journey/trip) is exciting but dangerous.
Her (travels/journeys/trips) have taken her to many
parts of the world.
Our agency deals mostly with business
(travel/journey/trip).
He’s just returned from fishing (travel/journey/trip)
to Scotland.
I never go on shopping (travels/journeys/trips)
She writes about a (travel/journey/trip) through time.
Ex.1 p.67 Read in pairs and speak about visiting
Antarctica.
Ex.2 Vocabulary work. Fill in a right word to
form Travel collocations.
Listen Comprehension. Ex. 3 – 4 p.67
Groups of 4 speak about the characters and the
problems touched in the dialogues.
LEARN THIS gives students a rule to use just
correctly. Ex.5 p.67
Ex.6 p.67. Listen to another conversation and
choose TRUE – FALSE sentences.
Listening. Listen to a part of a radio program. Why
was the holiday of Sean’s uncle and aunt a disaster?
a) because the weather was awful
b) because the place was very noisy
c) because they argued a lot
Listen again and correct the wrong information:
Sean went to Ibiza. His aunt and uncle went to Ibiza.
They are both 60.
They wanted an exciting holiday.
They usually spend their holidays abroad.
They knew it was “The Party Island.”
They first went there in the 1950s.
They booked the holiday at a travel agent’s.
The hotel was in a quiet part of town.
They are going to go abroad again next year.
Comment on:
Handouts with task
CD.3.04
TB. P.37
Worksheet
CD.3.05
“Travel is the only thing you buy that makes you
richer.” (unknown)
Worksheets
Ex.7 p.67
Pictures and a quote
Make an advert about a trip/ journey/ cruise.
Ending
the lesson
Giving the homework. WB p.66.
Ask students: What have you learned today? What
can you do now? And elicit answers: I can speak
about trip of a lifetime.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, writing. Did evaluating
and
making
each learner involved into work? choices about their own and
student strengths).
By support. Less able learners If not, why not? (e.g. didn’t others’ ideas
will be supported through step- understand what to do; not so
by-step instructions, graphic confident speaking English; not
organizers, sentence frames, interested in topic; other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Role-play #1
Student A:
You want to take your wife/husband on a trip this weekend. First, decide where you want to go.
Then, phone your travel agent to reserve a plane ticket and hotel. Also, ask for recommendations
of things to do there.
Student B:
You are a travel agent. Student A will soon phone you. Try to sell him/her one of the below
travel packages. (He/she will tell you the destination.)
Option 1: round-trip, first class, $950. Hotel: Hilton, $250/night, *****
Option 2: round-trip, economy class, $310. Hotel: Doug’s Inn, $99/night, ***
Role-play #2
Student A:
You have just arrived at your hotel. Go to reception. Tell them you: 1) you have a reservation, 2)
you want breakfast in the morning, and 3) you need to be woken up at 7am.
Student B:
You are a hotel receptionist. Welcome the guest to your hotel. Kindly tell him/her that there is a
problem: you cannot find his/her reservation because of a computer system problem.
Synonyms for `trip/journey'
Match the words on the left with the definitions on the right:
1. A voyage a journey on a ship for pleasure
2. A trek a journey or trip for pleasure in which you visit different places
3. A cruise a long journey, especially by ship
4. A tour a long walk in the mountains or countryside
5. An expedition an organised journey by a group of people for a particular purpose
6. an outing a trip/visit for pleasure or education which usually lasts less than a day
Short-term plan 72
Term 3
Unit 7. Reading for pleasure
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Future time clauses
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion;
11.S.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics;
11.R.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.W.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics;
11. UE.8 - use a wide variety of future forms, including future perfect forms on
a wide range of general and curricular topics.
All learners will be able to:
 Use skills such as brainstorming, discussion to gather information and
Future time clauses.
Most learners will be able to:
 Practice expressing personal attitudes toward the topic and usage of
Future time clauses correctly.
Some learners will be able to:
 Apply the correct form of the Future time clauses in the context;
 Use most target vocabulary successfully in speaking tasks and show
good organisational coherence and cohesion and some elements of
appropriate style in writing task.
Value the importance of writing emails while travelling.
Geography, Social science, Linguistics.
Trip of a lifetime.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting Whiteboard
students know what to anticipate from the lesson.
Lead-in
Look at the email and tell each other about the Email on the board
content of it.
From: Janet Hill
To: Sunny Chen
Subject: Hi!
Hi Sunny!
How are you?
We’re finally coming to Singapore so I wanted to
ask your advice on what we should do while we’re
there. What shouldn’t we miss? We’ll have our two
kids aged 6 and 8 with us so ideally we want to do
things we can enjoy as a family.
We’ve already got a hotel booked in Marina Bay
and we arrive on 12 May for a week.
I hope you’re around so we can meet up!
See you soon,
Janet
Ex. 1 p.68 Read a postcard and answer a question. Presentation
What grammar tenses can you notice in these two
texts?
LEARN THIS: FUTURE TIME CLAUSES.
What can we use in the future clauses?
Изучая условные предложения I типа, мы уже
говорили о том, что для выражения будущего
времени после if, when, as soon as, before, after,
unless нельзя использовать will.
Images
Добавим к ним еще несколько слов и запомним,
что после
when, as soon as, before, after, unless, while,
once, immediately, until в придаточных
предложениях времени будущее время не
употребляется,
Future Simple заменяется на Present Simple,
Future Continuous – на Present Continuous, Future
Perfect – на Present Perfect и Future Perfect
Continuous – на Present Perfect Continuous.
John will move to London when he finds a good
job.
The airline will provide food while they have been
Handouts with task
waiting for two hours.
He’ll do it once you have asked him.
The police will board the plane immediately the
plane lands.
They won’t be able to leave Britain until the police
have decided they’re innocent.
I’ll come as soon as I’ve finished.
She’ll do it while you are waiting.
It will create new jobs when it has been operating
for a few months.
Ex.3 p.68 is done in pairs. The highest score is :5
The Consolidation of the first Conditional SB p.68
sentences.
Ex.4 p.68
Look at the email and complete it with the correct TB.p.38
form of the verbs: Arrive, bring, catch, get, give,
phone, rain, remind, and see.
Ex. 6 – 7 are done by each student individually.
The score is: 10.
Do not forget about descriptors:
Whiteboard
Descriptors:
Task 1
Task 2 A learner
•
gives the right answer of using a proper
future clauses;
• expresses opinion on topic;
• completes the task correctly.
Giving the homework. WB p.67.
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can use
future clauses correctly.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students think critically,
Differentiation can be achieved Observe
in
reading, exploring,
by task (selection of learning participating
developing,
listening,
speaking,
and
writing.
materials and resources based on
evaluating
and
making
Did each learner involved into choices about their own and
student strengths).
By support. Less able learners work? If not, why not? (e.g. others’ ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Tips for writing an email.
1. Start informal emails with Hi + name instead of Dear + name.
2. An informal email can be like a conversation, so you can start with How are
you?
3. If you’re replying, you can start with Lovely to hear from you.
4. Use these phrases to make recommendations:
• ... is worth doing / seeing / going to.
• ... is a must-see (attraction).
• I’d recommend...
• You can...
• You should …
5. Say why you recommend those things.
6. You can add something at the end using P.S.
I. Complete the sentences with the words from the box:
will doing must-see recommend
worth
should
1. I’d ……………………………… staying in the city centre.
2. You ……………………………… try the local food while you’re here.
3. The National Museum is ……………………………… going to.
4. Your kids ……………………………… love it.
5. The castle is a ……………………………… attraction.
6. Another thing that’s worth ……………………………… is a walking tour of the old town
II. Write the words to complete the email.
Hi Sam,
(1)……………………………… are you?
Guess what, we’re coming to Manchester in April! Will you be there then? What’s your advice
on what we (2)……………………………… see and do while we’re there?
See you soon,
Adil
Hi Adil!
(3)……………………………… to hear from you! Yes, I’ll be here in April so let’s meet up
I’d (4 )……………………………… staying in the city centre so you’re close to everything. I
know you like football so you (5)……………………………… definitely go to a match, and the
Football Museum is another must-(6)………………………………. The Northern Quarter is
(7)……………………………… seeing as well. It’s a really cool place.
Looking forward to it!
Sam
(8)……………………………… Let me know your flight details!
Task 1
1. recommend
2. should
3. worth
4. will
5. must-see
6. doing
Task 2
1. How
2. should
3. Lovely | Great | Nice | Wonderful | Good
4. recommend | suggest
5. should | can
6. see
7. worth
8. P.S
Short-term plan 73
Term 3
Unit 7. Reading for pleasure
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Adverbs and adverbial phrases
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Planned
timings
Beginning
the lesson
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion;
11.4.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics;
11.S.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics;
1. UE.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics.
All learners will be able to:
 Recognize and use adverbs and adverbial phrases;
 Express their ideas about a topic.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information;
 Construct the sentences with adverbs and adverbial phrases.
Some learners will be able to:
 Produce a clear, coherent description of the InterRailing using adverbs
and adverbial phrases;
 Practice expressing personal attitudes toward the topic.
Value the importance of the InterRailing.
Geography, Social science, Linguistics.
Future Time clauses.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting Whiteboard
Resources
students know what to anticipate from the lesson.
Lead-in.
Focus attention on the signpost and ask for
examples of ways of travelling.
Ask: How can people travel? Can you give some
tips of travelling?
Exercise 1 p.69
Go through the text together. In pairs, students
discuss Laura’s travel blog.
Have you heard a word” InterRailing”?
Travelling across Europe with an Interrail Global
Pass is the perfect way to meet fellow travellers and
locals in up to 28 countries. Taking night trains can
also save you money on overnight accommodation.
European rail travel is generally safe but there's no
harm in staying vigilant.
Presentation
If you're planning to go Interrailing and you (or any
other members of your group) are aged 16-17 there
are certain restrictions on the trips you can go on. ...
If you are keen to travel Europe and you or a
member of your group is under 18, the best way to
find a suitable trip is to contact us directly.
Give some tips for this kind of travelling:
Main
Activities
Agree or disagree:
‘By train is a great way to really see a place’
Comment on an advert:
WELCOME TO INTERRAILING PACKAGES
The UK and Ireland’s leading provider of quality
European rail and accommodation packages.
Interrailing Packages Ltd is an ABTOT licensed
tour operator offering pre-designed and bespoke
European interrail journeys to travellers of all ages. Handouts with task
Our aim is to make interrailing easy and accessible
to all, and we achieve this aim by providing
complete rail, accommodation, and support in all
our packages. We help to make sure that your
adventure is everything you hoped it would be and
more! All you need to do is tell us where you want
to go and we are on hand to do the rest, taking the
hassle out of travel!
Exercise 2 p.69
Students read the LEART THIS.
SB p.69
What is an adverb?
Basically, most adverbs tell you how, where, or
when something is done. In other words, they
describe the manner, place, or time of an action.
An adverb may be a single word, such as quickly,
here or yesterday. However, adverbs can also be
phrases, some made with prepositions, others made
with infinitives. This page will explain the basic Cluster
types of adverb phrases (sometimes called
"adverbial phrases") and how to recognize them.
Basic types of adverbs In the section on adverbs
above, you learned about three basic types of
adverb: manner, place and time adverbs. There are
at least two more that are important. Frequency
adverbs answer the question "How often?" about an
action. Purpose adverbs answer the question
"Why?"
Most adverb clauses can be recognized because
they are introduced by a particular word or phrase
(such as "when", "so that", etc.). These words and
phrases are called subordinating conjunctions, and
there are many of them.
A table
Subordination conjunctions
After, before, until, while, because, since, as, so
that, in order that, if, unless, whether, though,
although, even though, where.
Ex.3 – 5 p.69 should be done in groups, where
some students try to help those ones who have
problems with grammar.
Exercise 6 p.69
Students discuss the questions in pairs. Monitor
their grammar and vocabulary. Ask a few pairs to
share their ideas with the class.
Giving the homework. WB p.68.
Ask students: What have you learned today? What
Ending the
can you do now? And elicit answers: I can talk
lesson
about InterRailing using adverbs and adverbial
phrases.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
participating
in
reading,
by task (selection of learning
exploring,
developing,
materials and resources based on listening, speaking, and writing. evaluating and making choices
Did each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 74
Term 3
Unit 7. Reading for pleasure
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Globetrotters
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups;
11.R.1 - understand complex and abstract main points in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11.R.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.S.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics;
11. S.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics.
All learners will be able to:
 Increase awareness of their attitude toward globetrotters and ways of
travelling.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
Value the importance of choosing the most comfortable way of travelling and be
proud of famous globetrotters.
Geography, Social sciences, History.
Adverbs and adverbial phrases.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Resources
Main
Activities
Lead-in.
The students look at the word “Globetrotter” and
try to give definitions and explanations to the
word.
globetrotter
someone who travels regularly to different parts
of the world:
She became something of a globetrotter,
attending conferences all over the world.
Japan last month, New York next month you've become a regular globetrotter, haven't
you?
What countries have you visited? Do you know
any persons who are globetrotters?
Exercise 1 page 70.
Students look at the photo and think about the best
way / method of travelling?
Exercises 2, 3 page 70.
Go through the tasks from exercises and speak
about the purpose of 3 trips.
Extension: Fast finishers(Ex.8 p.70)
Write the following phrasal verbs from the text on
the board: set off and etc. Ask fast finishers what
these phrasal verbs mean and give examples with
them.
Set off – To start on a journey
Take in –
Stop over –
Pull up –
Go off –
Get around –
Get back –
Come across Speed up - Increase speed
Take off - When the aircraft leaves the ground
Get in - The time a train, bus or plane arrives
Turn back - Return to where you came from
Look around - To explore
Slow down - Reduce speed
Pick up - To stop for something and take it to your
destination
Get away - To go on holiday especially because
you need a rest
Get off - To leave a bus or a train
In group of 3, speak about interesting moments
while travelling: A, B, C unusual globetrotters
online.
Express your opinion on ex.7 p.70.
Role play: Choose one person from each group
who will talk about an interesting travelling or trip.
Who will be more emotional? Use phrasal verbs.
A game: write down as many words related to
Video and images
https://youtu.be/8EY4SLWDVuk
Oxford dictionary
SB p.70
Handouts with task
Worksheets
travelling/ trip/ travelling on line as you remember
from the lesson. You are given 5 – 6 minutes.
One student makes a conclusion of the lesson.
Giving the homework. WB p.69/ phrasal verbs
Ending
Ask students: What have you learned today? What
the lesson can you do now? And elicit answers: I can speak
about ways of travelling and globetrotters.
End
Feedback: Teacher asks Additional
students what
task was 33333333333332222
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, and writing. evaluating and making choices
Did each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
English; not interested in topic;
organizers, sentence frames,
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 75
Term 3
Unit 7. Reading for pleasure
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Travelling’ online
Learning
objectives(s) that
this lesson is
contributing to
11.C.8 - develop intercultural awareness through reading and discussion;
11.R.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.R.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11. S.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics.
All learners will be able to:

Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Number absent:
Summarize information from the text about travelling’ online.
Most learners will be able to:
 Analyse a text comparing travelling’ online and travelling by air, by
train, etc.
Some learners will be able to:
 Produce a clear, coherent description of travelling’ online.
Value the importance of travelling’ online.
Geography, Social sciences, History.
Globetrotters.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Pastoral Care
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting Whiteboard
students know what to anticipate from the lesson.
Beginning
Lead-in.
the lesson
1. Ask students to work in pairs to write as many
countries as possible in 1 minute. Ask the group A map of the World
with the longest list to write their countries on the
Main
Activities
board. Now invite other students to add any other
countries to the list.
2. Tell the students to imagine that they are going
to travel around the world starting from
the country they live in. Ask them which of the
countries listed on the board they would cross. A
world map or atlas would be handy here – there
might be a map in one of the students’ textbooks.
1. Ask students to complete the questions with the
words in the box and then check answers as a
class. Have the students repeat the questions after
you to practice correct intonation.
2. Demonstrate the activity to the class with 2
stronger students. Student A can choose to be
either the cyclist, the runner or the sailor, student
B is a journalist. B asks questions and A responds
using the appropriate text and his/her imagination.
3. Optional: Students can write up one of their
interviews for a wall display.
Answers:
How did you travel around the world?
How long did it take?
What problems did you have?
What were the best times on your trip?
Who helped you?
With a stronger class, have the students think of
more questions and write them on the board.
E.g.,
Were you ever scared?
How did you feel when you finished?
Did you break a record?
What are your plans for the future?
Discussion of Ex.9 - 10 p.70
The problem: “ MORE TOURISM WOULD BE
BAD FOR THE PLANET”
Kobeytuz
Kobeytuz is one of just a few such lakes in the
world, its waters rendered pink by the presence of
algae called Dunaliella Salina, which emit a
colorful spectrum of organic pigments.peak about
the pink lake in Kazakhstan.
Officially called Lake Kobeytuz, this body of
water isn't pink all of the time or even pink every
year, so when I heard that it was pink, I knew I
had to go. It really was pink!
Watch a video and speak about the problem.
The class is divided into 2 groups: Real travellers
and travellers online. Speak about advantages and
disadvantages of your way of travelling.
Comment on: “If you love travelling, but haven’t
got time to go, you can still enjoy it by following a
travelers experience on their blog”.
Atlas
Presentation
https://youtu.be/9QVUWd7nQ4Y
Video and images
Handouts with task
CD.3.06
Virtual travel: How To Travel Without
Leaving Your Bed
Ride for free at Disney World. ...
Take virtual museum and gallery tours. ...
Wander the globe with Google Street View. ...
Satiate your wanderlust with travel vlogs. ...
Peruse an aircraft on an airplane tour. ...
Download free VR travel apps. ...
Lap up luxury via virtual hotel tours.
Explain this way of travelling.
Make a poster: Virtual Trip. (Group work of 4)
Posters
A virtual tour is a simulation of an existing
location, usually composed of a sequence of
videos or still images. It may also use other
multimedia elements such as sound effects, music,
narration, and text. It is distinguished from the use
of live television to affect tele-tourism.
Watch and comment on:
video
https://youtu.be/wSTy_MNXln8
Giving the homework.
“Travelling’ online”(an essay)
Ending
Ask students: What have you learned today? What
the lesson
can you do now? And elicit answers: I can travel
online.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, and writing. evaluating and making choices
Did each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By
outcome
providing
challenge, variety and choice.
Short-term plan 76
Term 3
School №
Date:
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Term Assessment 3.
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
11.L.2 - 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.R.1 - understand complex and abstract main points in extended texts on a
wide range of familiar and unfamiliar general and curricular topics;
11.R.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11.S.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics;
11. W.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics.
Short-term plan 77
Term 3
Unit 7. Reading for pleasure
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Interview and stimulus – based discussion
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion;
11.L.4 - understand implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
unfamiliar topics;
11.S.4 - evaluate and comment on the views of others in a growing variety of
talk contexts on a wide range of general and curricular topics, including some
unfamiliar topics;
11. S.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics.
All learners will be able to:
 Increase awareness of their attitude toward travelling and justify the
choice
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic;
 Use taught vocabulary and grammar with accuracy.
Value the importance of planning holidays.
Geography, Social science, Natural science, Economics.
Travelling’ online.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting Whiteboard
students know what to anticipate from the lesson.
Warm up.
Then to create a positive learning environment the
Resources
teachers asks students to start the lesson giving
each other compliments about appearance, job
performance, talent, etc. and also practice accepting
compliments.
Lead-in.
Exercise 1 page 72.
Focus attention on the questions. In pairs, students
ask and answer the questions. Ask a few students to Slide (useful phrases)
share their ideas with the class.
Pictures
PPT
Images
Main
Activities
Exercise 2 p. 72
Ask students to choose a photo and give your
commentary on the transport to travel.
Exercise 3 p.72.
Go through the Speaking Strategy together. Then
ask students to prepare a short presentation of
planning a holiday abroad during gap year.
Check answers as a class.
Exercises 4 - 5 p.72. Ask students to listen very
attentively. What has the student chosen and what
arguments has he given? Each student self –
evaluate himself or herself.
Focus attention on the statements and ask students,
in pairs, to decide on their opinion. Allow time for
them to think of at least three arguments to support
their opinion. Monitor and help where necessary.
Presentation
Video and images
Handouts with task
CD.3.07
Finish the sentences using key words.
He has chosen travelling by coach because……
The coach is……..
I’ll want to see as much as possible……
Worksheets
It’s more convenient…….
I don’t like big train stations…..
I find them……
I wouldn’t go for the cruise…. (3 reasons).
Giving the homework. WB p.70
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I prefer
travelling by coach….
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved by task Observe
think
critically,
participating
in
reading,
(selection of learning materials and
exploring,
developing,
listening, speaking, and writing. evaluating and making choices
resources based on student strengths).
By support. Less able learners will be Did each learner involved into about their own and others’
supported
through
step-by-step work? If not, why not? (e.g. ideas
instructions,
graphic
organizers, didn’t understand what to do;
sentence frames, glossaries, thinking not so confident speaking
English; not interested in topic;
time. Small group learning.
other).
By outcome providing challenge,
variety and choice.
Short-term plan 78
Term 3
Unit 7. Reading for pleasure
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
A letter of complaint
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Planned
timings
Beginning
the lesson
Number absent:
11.S. 3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11.S.7 - use appropriate subject-specific vocabulary and syntax to talk about a
range of familiar and some unfamiliar general and curricular topics;
11.R. 8 - select and evaluate paper and digital reference resources to check
meaning and extend understanding;
11. W.4 - use style and register to achieve an appropriate degree of formality in a
wide variety of written genres on general and curricular topics.
All learners will be able to:
 Examine the general writing structure of a letter of complaint.
 Recognize and use key phrases for writing a letter of complaint.
Most learners will be able to:
 Summarize a letter of complaint in accordance with the writing guide.
Some learners will be able to:
 Express their ideas in writing a letter of complaint without support.
Value the importance of having or obtain writing skills of formal letters.
Social studies, Linguistics.
Interview and stimulus – based discussion.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of writing official documents.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
With books closed, write the following on the
board: a letter, complaint, go wrong, dissatisfied,
angry, disadvantage, mess. What problems will you Pictures
have while travelling or living at the hotel/ hostel?
PPT
Ex.1 – 2 p. 73.Why do people stay at the hostels?
Name advantages and disadvantages of this place.
HOSTEL
When you don’t like something at the place you
stay, you write a letter of complaint.
Let’s look at the structure of this letter. Tell me,
please if it is a formal letter or informal one?
Ex.3 Look at the Writing Strategy.
SB.p.73
Read the rule and do Ex.4 – 5 p.73
Presentation
Main
Activities
Do the task:
Handouts with task
SB.p.73
Give a detailed analysis of a letter in Ex.5 p.73.
Ex.6 – 7 should be done in pairs. The winner is a
student who will do the task without support and
mistakes.
Descriptor. A learner:
•
uses appropriate subject-specific vocabulary WHITEBOARD
while speaking.
•
finds correct information while reading and
answers the questions.
Questioning in groups.
Sharing ideas.
Structuring.
Giving the homework. WB p.73/ A letter of
complaint (w.b. p.75).
Ending the
Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can write a
letter of complaint.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, writing. Did evaluating and making choices
each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 79
Term 4
Unit 8. Recent advances in
technology
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Living with technology
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.L.2 - 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.S.2 -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. R.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics.
All learners will be able to:
 Increase awareness of their attitude toward technology and discuss the
importance of it.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
Some 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.
Value the importance of living technology nowadays.
Physics, Natural science, IT, Social science, Medicine.
A letter of complaint.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting
Main
Activities
students know what to anticipate from the lesson.
Lead-in.
Focus attention on the photos: What gadgets are
popular in Kazakhstan? What gadget do you prefer
and why?
The teacher will have already created a Padlet that
has the following sections: Cell Phone, Television,
Internet, Computer Software, Devices and Video
Games. For each of these categories the students
need to respond with how many minutes a day they
think are taken up with each. If the students do not
have one or more of the categories the students still
need to respond with "0".
Learning about technology is becoming
increasingly important in the modern age.
Technology really is everywhere. We sit in
artificially created homes surrounded by little to no
natural objects. Whether you include simple
technology like doorknobs, or focus entirely on
modern electronic technology, there's no debating
how it has completely changed the way humans
live. Learning about the significance of technology
in our lives is valuable, as is learning about the
ethics and potential issues with technology.
We use technology in classrooms to improve the
way our students learn and to make the teacher’s
job easier, technology is also used in health care to
reduce on mortality rate, we use technology for
transportation as a way of saving time, we use
technology in communication to speed the flow of
information.
Technology in Society
What is technology? How is it different from
science?
How has technology changed the daily lives of
humans?
As technology continually changes and improves,
how can we know what skills to learn?
How can we choose which technological tools
(both hardware and software) to use for a particular
task?
How can I learn to adapt to new technologies?
How
has
technology
increased
human
productivity?
How has technological innovation changed the
way we live our everyday lives?
Has technology only produced changes for the
better?
How can technology lead to new business
opportunities?
How has technology contributed to social change?
The students do this task in pairs.
Pictures
PPT
Whiteboard
Writing
Worksheet
Presentation
Handouts with task
Ex.2 p.74. Look at the words and not saying them,
one by one give a definition to a word. The play
“Guess a word”
1. A portable battery-powered device for charging
the battery of a mobile phone or other electronic
device.
2. An unmanned aircraft that can fly
autonomously—that is, without a human in
control.
3. A digital camera designed for recording action
while being immersed in it.
What is the difference between action camera
and normal camera?
Exercises 4 - 5 p. 74. (Audio 3.08)
Tell students they will hear 4 people talking about
gadgets. Do these exercises in groups of 4. Give
your opinion of each device. Play the recording for
students to answer the questions. Check answers as
a class.
Students complete the phrases in their own words.
Play the recording again for them to check. Check
answers as a class.
Exercise 6 p.74
Focus attention on the example and invite students
Writing
to introduce the gadget with a different key phrase,
e.g. I thought perhaps we could talk about the Worksheet
action camera.
In pairs, students practice the key phrases and
discuss the problems. Monitor and help where
necessary.
What technological devices would you like to be at
school? (Your answers).
Discussion of the article” Transforming the
world”. Ex.8 p.75
Complete the article with the verbs: capture, SB. P.p.74 - 75
connect, explore, identify, immerse, inspect, locate,
stream.
Whether it's practical (like washing machines,
tumble dryers, refrigerators, cars, flooring
materials, windows, or door handles) or for leisure
(like televisions, Blu-ray players, games consoles,
reclining chairs, or toys), all these things are
examples of technology. Technology is an
important part of our daily lives. Nowadays, most
people have computers, laptops, tablets and even
smartphones. These devices have made
communication easier. Nowadays, you can browse
the internet from anywhere, anytime.
How do gadgets transform the world? Give
examples from the text.
Ask students if they know how these classroom
examples were manufactured. Might their
production have emitted pollution in the air, water,
or soil (e.g. through smokestacks, transportation
exhaust, or pipes dumping waste in waterways)?
Does anyone know the environmental impact
caused by the manufacture of the items in the
room? How aware are most people about the
environmental impact of common objects and
behaviors?
Ex.7 p.74
Giving the homework. WB p.74.
Slide (Homework)
Ask students: What have you learned today? What Slide "Six thinking hats"
can you do now? And elicit answers: I can speak
Ending the about the importance of technology nowadays.
lesson
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check
Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
participating
in
reading,
by task (selection of learning
exploring,
developing,
materials and resources based on listening, speaking, and writing. evaluating and making choices
Did each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 80
Term 4
Unit 8. Recent advances in
technology
Date:
Grade 11
School №
Teacher’s name:
Number present:
Number absent:
A variety of technological, mobile and application tools for
personal, educational and professional use
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.L.2 - 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.S.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular topics;
11.R.3 - 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. UE.9 - 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.
All learners will be able to:
 Increase awareness of their attitude toward living technology.
 Recognize and use vocabulary connected with technology.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
 Provide a point of view in conversations and discussions; speak about
technological progress.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic using active
vocabulary;
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
Value the importance of a variety of technological, mobile and application tools
for personal, educational and professional use.
Theme of the lesson:
Learning
objectives(s)
that this lesson
is contributing
to
Lesson
objectives
Value links
Cross
curricular links
Previous
learning
IT, Social science, Psychology, Physics, Natural science.
Living with technology.
Use of ICT
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness
Accept diversity of other cultures and countries.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Pastoral Care
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Health
and Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Safety
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Pictures
Lead-in.
Focus attention on the word “technology”. PPT
Beginning Begin by asking students what they think
the lesson technology is.
Technology has been integrated into every corner of
society, making our lives easier by enabling us to
communicate, make transactions and gain access to
information all at the swipe of a screen. However, the
effects of technological advancements stretch much
further than that. They’re even changing our brains,
altering their rewards systems to change the way we
think and focus.
Main
Activities
After discussing the meaning of technology, Presentation
present and discuss the following definitions.
The American Heritage Dictionary actually has
three separate meanings for the word:
A. The application of science, especially to
industrial or commercial objectives; the
scientific method and material used to achieve
a commercial or industrial objective.
B. Electronic or digital products and systems
considered as a group (ex. a store specializing
in office technology.)
C. (Anthropology) The body of knowledge
available to a society that is of use in
fashioning implements, practicing manual arts
Video and images
and skills, and extracting or collecting
materials.
Discuss with students what they think of the
above definitions.
Students should consider differences in
societies and compare both the technological
advancements and the environmental
quality of both.
1. Have students consider two types of
societies. Society A is similar to what we
envision long ago or in various parts of the
world today – it uses simpler forms of
technology and lacks many of the large-scale
systems in place today, such as sanitation
systems or the internet. In
Society A, if a citizen wants a drink of water,
s/he must walk to the closest freshwater source
to fill their container with enough water to last
until the next time s/he is able to walk the
distance. This is a society where people do not
have the same conveniences many people have
today. They live closely with nature and have
simpler tools. Society B is quite different from
the first, and more similar to the students’ own
lives – full of the many technological
inventions and modern conveniences. If a
citizen of this society desires a drink of water,
s/he walks over to the faucet, turns it on, and
clean water immediately flows out.
Ask students to use their imagination or prior
knowledge.
They will compare the following:
Handouts with task
and sewing clothing
Some students can use Venn diagram for
comparing.
W.B. p.74
Practical tasks can be taken from
Workbook p.74. Ex 2 – 5.
Give students time to think of two or three Technology: Conveniences and
advantages and disadvantages of having a Consequences Lesson Plan ...weta.org ›
gadget. With a weaker class, do this together files › 5Technolog...
and write ideas on the board. Encourage
students to check their work when they have
finished.
Discussion Work.
Strange Products
Not every student will find technology
interesting. For some, the idea of spending an
hour talking about product design, coding or
gadgets puts them to sleep. To make it
interesting, you can add an element of humor
by talking about some of the weird and
wonderful products people buy.
To do this, present the weirdest products of
2018 to your class either in a PowerPoint or on
worksheets. If that doesn’t take your fancy,
you can use Buzzfeed’s list of ridiculous
products you can actually buy, which includes
a ‘boyfriend pillow’ for singletons, a turntable
for cats and underwear for your feet.
Use these products as the basis for a discussion
or debate class. Students can talk about
whether they like them, how useful they are, if
they would buy them and how much they
would pay for these products.
Predicting the Future
This activity will not only teach technologyrelated vocabulary, but also enable students to
use it to make complex predictions about how
it will change in the future.
To kick things off, ask students how they think
the world will be different in 10, 50 or 100
years. Encourage them to think from lots of
different angles, including transport, food, jobs
and relationships. They can brainstorm their
ideas on the board or on paper to come back to
later.
Then, give out a worksheet with Bill Gates’ 7
predictions for the future. He talks about
automation,
clean
energy,
artificial
intelligence, mobile banking and even
“bioterrorism.” It’s a great reading activity,
which features lots of different vocabulary
surrounding technology.
Ask students to talk in pairs about whether
they agree or disagree with each prediction and
why.
Technology Timeliness
This activity will get students talking about
vocabulary for smartphones. The best thing
about it is that it requires no materials at all.
Every student should have a phone in their
pocket, which can be used as a conversation
starter.
As an ice-breaker, ask students if they
remember their first mobile phones. They can
discuss them with their partner, comparing
them to their current phones.
Next, ask them to draw out a timeline, starting
from the very first mobile phone to the most
modern. This should include the model they
have, as well as any others they can remember.
They should add notes on the technological
advancements between each one. Go over
everything from cordless phones to flip
phones, QWERTY keyboards,
picture
messaging, Bluetooth and touchscreens. If
your students aren’t old enough to remember
some of the older models, give them some help
along the way.
In groups or pairs, have them predict what they
think a future mobile phone might look like.
Giving the homework. SB. Ex.12 p.75 w.
Ending
Ask students: What have you learned today?
the lesson What can you do now? And elicit answers: I
can discuss both sides of a topic.
End
Feedback: Teacher asks students
whatinformation
task was 33333333333332222
Additional
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give Assessment –
more support? How do you How are you planning to Critical thinking
plan to challenge the more check learners’ learning?
able learners?
learners
when Students
Differentiation
can
be Observe
think
critically,
participating
in
reading,
achieved by task (selection of
exploring, developing, evaluating
speaking,
and and making choices about their
learning
materials
and listening,
resources based on student writing. Did each learner own and others’ ideas
involved into work? If not, why
strengths).
By support. Less able not? (e.g. didn’t understand
learners will be supported what to do; not so confident
through
step-by-step speaking English; not interested
in topic; other).
instructions,
graphic
organizers, sentence frames,
glossaries, thinking time.
Small group learning.
By
outcome
providing
challenge, variety and choice.
Short-term plan 81
Term 4
Unit 8. Recent advances in
technology
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Past Perfect Simple and Past Perfect Continuous
Learning
objectives(s)
that this lesson
is contributing
to
Lesson
objectives
Value links
Cross curricular
links
Previous
learning
Use of ICT
Intercultural
awareness
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion;
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.S.2 - 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. UE.9 - 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.
All learners will be able to:
 Discuss topic questions in simple phrases and sentences.
 Apply comprehension strategies to the text about a stunt double.
 Identify and use Past Perfect Simple and Past Perfect Continuous with
support.
Most learners will be able to:
 Discuss topic questions in expanded sentences.
 Identify and use Past Perfect Simple and Past Perfect Continuous with
minimal support
Some learners will be able to:
 Discuss topic questions in complex sentences.
 Identify and use Past Perfect Simple and Past Perfect Continuous without
support.
Value the importance of a variety of technological devices at work.
IT, Social science, Psychology, Physics, Natural science.
A variety of technological, mobile and application tools for personal, educational
and professional use.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures and countries.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Pastoral Care
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
Health
and
If students are tired, do physical exercise with them.
Safety
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
The lesson greeting.
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
Beginning students to share some things they had been
the lesson doing in their home counties before they came to
your school for their English studies. For
example, ‘I had been studying at the university’.
Exercise 1 page 76.
Focus attention on the picture. Check the
meaning of the words. Students then match the
sentences with past tenses. Check the answer as a
class. Then ask students to discuss the question.
Write down the names of 2 grammar tenses:
Past perfect and Past perfect Continuous.
Learn This Box!
Had + V3
Had + been + Ving
The past perfect progressive often stresses the
length of time a person had been doing a certain
activity. Write several lengths of time on small
slips of paper (one year, two weeks, six month,
ten minutes, etc.). Each person takes a turn
drawing a card and then shares what they had
been doing for that length of time before any
other event. For example, a student who draws
two years might say, ‘I had been studying
English for two years before coming to this
school.’
Ask one person to come to the front of the class
Main
Activities and act out a daily activity (you can assign one
or have the student choose his own) while the
rest of the class keeps their eyes closed. On your
signal, the actor freezes in his charade and the
rest of the class opens their eyes. The students
then guess what the actor had been doing when
they opened their eyes. All questions should be
in the past perfect progressive.
Ex.1 p.76 Find the sentences in a past tense and
explain the rule.
Resources
Slide (useful phrases)
Pictures
PPT
A table
Presentation
Video and images
Past Perfect употребляется с выражением it
was the first time - это был первый раз, когда:
We talked a lot. It was the first time I had met
Jerry.
Мы много говорили. Это был первый раз,
когда я встретил Джерри.
•Глаголы
hope,
intend,
want,
plan
употребляются в Past Perfect и Past Perfect
Continuous, чтобы подчеркнуть, что кто-то
желал что-то сделать, но не сделал.
Had в таких случаях выделяется интонацией:
I had hoped to meet him on Sunday. – Я
надеялся, что встречусь с ним в воскресенье Handouts with task
(но не встретился).
We had been planning to call him, but the line
was busy all the time. Мы планировали
позвонить ему, но линия была все время
занята.
Ex.3 – 5 p.76 are given to students to do in pairs
or groups.
http://www.youtube.com/watch?v=qQWEt3Lo358
http://www.youtube.com/watch?v=Ojy2YUrL2_4
http://www.youtube.com/watch?v=qGuwFtqlZ10
Giving the homework. WB p.75.
Ending
Ask students: What have you learned today?
the lesson What can you do now? And elicit answers: I can
discuss… using past tenses.
End
Feedback: Teacher asks students
what
task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give Assessment –
more support? How do you How are you planning to Critical thinking
plan to challenge the more check learners’ learning?
able learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring, developing, evaluating
by task (selection of learning participating
speaking,
and and making choices about their
materials and resources based listening,
writing.
Did
each
learner
on student strengths).
own and others’ ideas
By support. Less able learners involved into work? If not, why
will be supported through step- not? (e.g. didn’t understand
by-step instructions, graphic what to do; not so confident
English;
not
organizers, sentence frames, speaking
interested in topic; other).
glossaries,
thinking
time.
Small group learning.
By
outcome
providing
challenge, variety and choice.
I. Past perfect – Past Perfect Continuous
I'm sorry I left without you last night, but I told you to meet me early because the show started at
8:00. I (try)
to get tickets for that play for months, and I didn't want to miss it. By
the time I finally left the coffee shop where we were supposed to meet, I
(have)
five cups of coffee and I (wait)
because I (arrange)
over an hour. I had to leave
to meet Kathy in front of the theater.
When I arrived at the theater, Kathy (pick, already)
up the tickets and she was
waiting for us near the entrance. She was really angry because she (wait)
more than half an hour. She said she (give, almost)
the theater without us.
Kathy told me you (be)
for
up and (go)
into
late several times in the past and that she would not make
plans with you again in the future. She mentioned that she (miss)
several movies
because of your late arrivals. I think you owe her an apology. And in the future, I suggest you be
Past Perfect (Simple)
Past Perfect Continuous
акцент на результате
акцент на длительности действия
I had translated 3 letters when he arrived.
I had been translating for 2 hours when he
Я перевел 3 письма, на момент, когда он
arrived.
приехал.
Я переводил уже 2 часа, когда он приехал.
Говорящий делает акцент на своем
результате,
не упоминая затраченного времени.
He was happy. He had talked to Marry.
Он был счастлив. Он поговорил с Мери.
Говорящий делает акцент на затраченном
времени,
а количество сделанной работы не
упоминает.
He was happy. He had been talking to Marry
for 2 hours.
Он был счастлив. Он проговорил с Мери 2
часа. Она уделила ему 2 часа!
Short-term plan 82
Term 4
Unit 8. Recent advances in
technology
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Press intrusion
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Planned
timings
Beginning
the lesson
Number absent:
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.L.2 - 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.S.2 -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. R.2 - understand specific information and detail in extended texts on a wide
range of familiar and unfamiliar general and curricular topics.
All learners will be able to:
 Increase awareness of their attitude toward press intrusion and how it is
done.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information and
use active vocabulary.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
Manage not to use press intrusion and disturb other people.
Social science, IT, Psychology
Past Perfect Simple and Past Perfect Continuous.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures and countries.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Ask students to give associations with a word”
Intrusion”.
incursion, encroachment, entry, penetration
Pictures
PPT
Whiteboard
Presentation
Main
Activities
Media intrusion theory holds that the advent of
electronic media, especially television, has
accelerated or even precipitated party decline.
Ex.1 p.77, Ex.2.
Speak about the function of a drone.
How is drone connected with press intrusion?
Video and images
In pairs, students ask and answer the questions.
Monitor and check their vocabulary, pronunciation
and grammar.
Divide the class into 3 groups, each group will
speak about:
Group A – What about drones?
Group B – What problems do they cause?
Group C – What can be done about them?
Do it in a form of presentation.
Use active words from Ex.3 p.77. If somebody
doesn’t know the meaning of the words, explain
the definitions and give examples.
Give synonyms or explain:
Celebrity, journalist/ paparazzi, press regulations, Handouts with task
scandal, to be in the public eye, harass: The source
maintains that the Government has continued to
harass and intimidate the Chen family.
Sue for libel
Sue for
судиться за, подать в суд на, возбудить дело
о, предъявить иск о
libel -клевета
Legally, we have to wait until the book is released,
but then we can sue for libel.
Exercises 4 – 5 p. 77 (Audio 3.10)
Go through the questions together and they play
the recording for students to underline the correct
words to complete the sentences. Choose the right
adjective describing 5 speakers. Check answers as
a class.
Exercise 6 p.77. (Audio 3.11)
Go through the Listening Activity together. With a
stronger class, ask students to try to match the
speakers before you play the recording again. Play
the recording again, pausing after each section for
students to match the speakers the sentences.
Check answers as a class.
1. B. 2.C. 3. A. 4.E.
Ex.7 p.77. Make conclusion about celebrities/
paparazzi/ drone/ press regulations.
Discuss these quotes with your classmates.
• You can’t believe anything you read in the
newspapers.
• The media has no respect for the lives of normal
people.
• All the news you hear is bad news.
• Famous people earn a lot of money from being in
the news. They shouldn’t complain when they have
reporters following them.
• We need to see what is happening in the world.
Visual images are important for us to be able to
understand.
• We don’t need to see the horrific things that
happen in the world. The images on TV give us too
much detail and invade the privacy of real people.
• The world is getting smaller as news is travelling
faster.
• Within ten years newspapers won’t exist, as we
will get all our news online.
• Bad news travels fast.
Imagine you are a journalist and you have been
asked to interview someone. Decide who it is and
write questions to ask them.
1.
2.
3.
Choose one of the newspaper headlines and guess
or invent the story.
• TAX CHEWING GUM TO PAY FOR CLEANUP
• HAPPY BIRTHDAY – WE ARE THROWING
CD. 3.10
T.B. p.42 – p.43
CD. 3.11
T.B. p 43
Worksheets
YOU OUT OF BRITAIN
• 4-YEAR-OLDS ASKED TO MARK THEIR
TEACHERS
• POLICE STEP UP SEARCH FOR BODY
• EAR FOUND ON PAVEMENT
• TELEVISION KILLS, SAYS GERMAN
PROFESSOR
• WANT A DOG? TAKE A PERSONALITY
TEST
• EARTHQUAKE KILLS 500
Giving the homework. WB p.76.
Whiteboard
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can talk
about press intrusion.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
participating
in
reading,
by task (selection of learning
exploring,
developing,
materials and resources based on listening, speaking, and writing. evaluating and making choices
Did each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others.
Teacher observation checklist




Student's name ________________________________________
Positive Aspects
Completed the individual role-card.
Used extracts from the text to support his/her ideas.
Asked open-ended questions.
Listened while others talked.
 Encouraged peers to share their ideas.
 Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
 Didn't complete the individual role-card.
 Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
Comments ___________________________________________________
Short-term plan 83
Term 4
Unit 8. Recent advances in
technology
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Used to and would
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion;
11.S.2 - 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.S.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11.R.7 - recognise patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics;
11. UE.5 - use a range of transitive and intransitive verb complementation
patterns on a wide range of general and curricular topics.
All learners will be able to:
 Recognize and use the structures Used to and would with support.
 Increase awareness of their attitude toward progress and explorations.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
 Identify and use the structures Used to and would with minimal support.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
 Demonstrate correct use of the taught structures without support.
Create something for people and developing of the technological progress.
Science and Technology, Psychology, Social science.
Press intrusion.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Lead-in.
Stick some photos on the wall around the classroom of
children doing children-like things (or play short video
clips if you have them). Have students in pairs look at
the photos and discuss whether or not they did these
things in the past and whether or not they do them now.
Feedback on this from a few students. Next, ask the Pictures
students to write down 3 things that they themselves did PPT
in the past but don’t do now. Give them a couple of
Beginning
minutes to think about it and write.
the lesson
Whiteboard
Main
Activities
Writing
Worksheet
Listen to the conversation and fill in the table. Who Presentation
prefers/ used to prefer what?
Rajiv: Hey, Naomi, how about sushi on Friday?
Naomi: Hm, I’m not sure sushi is such a good idea…
Rajiv: But you used to love sushi?! What happened?
Naomi: I still do. But yesterday we had some with Tina,
and …
Rajiv: OK, I see. Well, then I have a better idea. Call
Tina and let’s have a potluck party. I will prepare some
spinach soup. It’s amazing. I used to like it a lot when I Handouts with task
was a kid.
Naomi: Really? I used to hate spinach when I was a
child. Tina still does, though. Maybe I can prepare some
Neapolitan spaghetti. You like them, don’t you?
Rajiv: Sure, just skip the bacon. I am vegetarian,
remember?
Naomi: For you I will make some without the bacon.
And Tina will probably bring some of her delicious
whole-wheat cookies.
Rajiv: Oh, I would eat piles of those when Tina and I
were room-mates last semester.
A Table
Ex.1 p.78 What is unusual about the main character.
He didn’t use to……
He used to……
Unusual facts:
What was unusual about you? Discuss it in pairs.
Ex. 2 – 3 p.78. Read Learn This and do the tasks.
Practice. Grammar Box
Used to + verb expresses that an activity was a past Writing
habit that occurred at an earlier stage of life. Also, it can
Worksheet
be used to describe past states.
E.g. We used to have English breakfast every morning.
E.g. He used to be a professional dancer.
Would + verb shows a frequently repeated activity,
or typical behaviour. Would + verb cannot be used
to talk about past states.
E.g. I would go to the beach, and pretend I knew how to
swim.
1. Underline the correct word/ phrase.
When I was in kindergarten, I would pretend/ would to
pretend to be sleeping in the afternoon.
When Tammy was in high- school, she used to/ would
to go to drama club.
In my forties, I used/ used to be much more organized,
and motivated than in my twenties.
When my father was a boy, they would walk/ used to be
for miles, just to get to the school.
After college, I used to be/ would be unemployed for
very long time.
When I was little I used to like/ used like the steak well
done.
2. Make negative sentences from the examples below.
I used to like fruit when I was a kid.
Ornella used to fry noodles in a special pan I gave her
as a present.
Jay would practice piano every day for at least three
hours.
Ever since he was a child, his family would encourage
him to become an artist.
They used to play soccer every Thursday.
This restaurant used to be very popular with its
ST.B. p.78
Japanese style noodles.
Would” cannot be used in a negative sentence
without altering its meaning and while you can say
“I used to dance.” you cannot say “I would dance.”
and mean the same thing either.
Practice ‘Used To’ & ‘Would’ Ex. 3 – 5 p.78
Do a practice activity where students change “used to”
sentences into sentences using “would” and then in
groups, pairs or individually complete a fill in the blank
exercise. Check all the answers as a class to ensure that
students understand these structures well before moving
on to the next activity. In order to get your class moving
and enthusiastic, you can do a team activity or play
Fruit Basket for more practice.
Ex.6 p.78 should be done in pairs.
Giving the homework: WB p.77
A whiteboard
Ask students: What have you learned today? What can
Ending
you do now? And elicit answers: I can use: used to /
the lesson
would to speak about the past activity or hobby that
were in the past but not now.
End
Feedback: Teacher asks students
whatinformation
task was difficult 33333333333332222
Additional
1min
to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge
the
more
able learners’ learning?
learners?
learners
when Students think critically,
Differentiation can be achieved by Observe
participating
in
reading,
task
(selection
of learning
exploring,
developing,
materials and resources based on listening, speaking, writing. Did evaluating and making
each learner involved into work? choices about their own and
student strengths).
By support. Less able learners will If not, why not? (e.g. didn’t others’ ideas
be supported through step-by-step understand what to do; not so
instructions, graphic organizers, confident speaking English; not
sentence
frames,
glossaries, interested in topic; other).
thinking time. Small group
learning.
By outcome providing challenge,
variety and choice.
Short-term plan 84
Term 4
Unit 8. Recent
technology
Date:
advances
in
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Verb patterns
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Planned
timings
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion;
11.S.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11.R.3 - 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.W.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.UE.3 - use a variety of adjectives complemented by that, infinitive and
why- clauses on a wide range of general and curricular topics.
All 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.
Most learners will be able to:
 Discuss topic questions in expanded sentences.
 Identify and use verb patterns with minimal support.
Some learners will be able to:
 Discuss topic questions in complex sentences.
 Identify and use verb patterns without support.
The ability to use verb patterns correctly in speech and writing.
Social science, IT, Linguistics.
Used to and would
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among
all the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Lead-in.
Beginning Focus attention on the two photos and ask: What are the people
the lesson doing? (introducing / greeting each other) What’s the
difference between the gestures? (A: they are formal; B: they
are informal). Then ask: How do people greet each other for
the first time in your country? What about people who are
friends?
Presentation
Exercise 1 page 79.
Go through the questions together and ask students to discuss
them with a partner. Ask a few students for their answers. Do
you agree with the opinions?
Marco –
Patti –
JJ –
My opinion about celebrities and their contribution is……
Exercises 2, 3 page 79.
Explain the task and do exercises connected with the position
of adjectives. Name the categories of adjectives and give the
examples:
The order of adjectives is the sequence used when there is
more than one adjective to describe a noun. This order helps
the sentence makes sense when you read it. The correct order
is: number, opinion, size, shape, condition, age, color,
pattern, origin, materials, and purpose.
Video and images
Main
Activities
Opinion: pretty, horrible, lovely
Size: huge, tiny, big, little
Age: old, young, new
Shape: round, square, triangular
Colour: black, red, yellow
Origin: British, Chinese, French
Material: woolen, wooden, silk
Purpose: writing (paper), school (shoes)
Order of Adjectives Exercise 1
1. We wanted __________________________________ (grey Handouts with task
/ a / metal) table.
2. They bought __________________________________ (red
/ a / new) car.
3. She went home and sat on
__________________________________ (comfortable / her /
Wooden / old) bed.
4. He bought __________________________________
(woolen / a / British / fabulous) suit.
Worksheets
5. They have __________________________________ (Dutch
/ black) bicycles.
6. He wants __________________________________ (some /
French / delicious / really) cheese.
7. __________________________________ (young / a /
pretty) girl walked into the room.
8. He has __________________________________ (a lot of /
old / interesting) books.
9. She bought __________________________________
(plastic / red / a / new) plastic lunchbox.
10.
He
is
looking
for
__________________________________ (leather / stylish / a
/black) bag.
11. She dropped __________________________________
(old / beautiful / the) plate and it smashed.
12. I want __________________________________ (silk /
green / an / amazing) dress.
13. She drank __________________________________
(Italian / black / hot) coffee.
14. He saw __________________________________ (French
/ writing / old / an) desk.
15. They stayed in __________________________________
(little / a / cute) cottage.
The mnemonic OSASCOMP* can be used to help remember
the order in which adjectives should appear: Opinion, Size,
Age, Shape, Color, Origin, Material and Purpose.
A Table
Ex.5 – 6 p.79
Work with synonyms: afraid – frightened….
Explain the usage of adjectives.
ST.B. p.79
A scheme
Look at the table and make a sentence.
A Table
Ending
the lesson
End
1min
Ex.7 – 8 p.79
Giving the homework. WB p.78
Ask students: What have you learned today? What can you do
now? And elicit answers: I can use the adjectives in a correct
order.
Feedback: Teacher asks students
what
task was difficult to 33333333333332222
Additional
information
them and which pair worked well.
Differentiation –
How do you plan to give more support? How do
you plan to challenge the more able learners?
Assessment –
How are you planning to check learners’
learning?
Differentiation can be achieved by task (selection
of learning materials and resources based on
student strengths).
Observe learners when participating in reading,
listening, speaking, and writing. Did each learner
involved into work? If not, why not? (e.g. didn’t
Critical thinking
Students think critically,
exploring,
developing,
evaluating and making
By support. Less able learners will be supported
through
step-by-step
instructions,
graphic
organizers, sentence frames, glossaries, thinking
time. Small group learning.
By outcome providing challenge, variety and
choice.
understand what to do; not so confident speaking
English; not interested in topic; other).
choices about their own and
others’ ideas
Short-term plan 85
Term 4
Unit 8. Recent advances in
technology
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Vloggers
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Planned
timings
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion;
11.S.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11.R.3 - 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. UE.13 - use a variety of dependent prepositions with less common nouns,
adjectives and verbs on a wide range of general and curricular topics.
All learners will be able to:
 Increase awareness of their attitude toward Vloggers.
 Use topic-specific vocabulary.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
 Use a good range of topic-specific vocabulary.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
 Use a wide range of topic-specific vocabulary.
Manage your time wisely and appreciate the activities of vloggers.
IT, Science, Social science, Psychology.
Verb patterns.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
The lesson greeting.
Beginning The teacher sets the lesson objectives, letting students
the lesson know what to anticipate from the lesson.
Lead-in.
Resources
Tell students to give a definition to a word “vlogger”. Presentation
Do they appear in the media? Which type of media
do you prefer?
vlogger - Computer Definition
(Video bLOGGER) A person who creates a video blog
(vlog). Also called a "vlogger." See vlog.
Vlog. ... A video blog or video log, sometimes shortened
to vlog (/vlɒɡ/), is a form of blog for which the medium
is video, and is a form of web television. Vlog entries
often combine embedded video (or a video link) with
supporting text, images, and other metadata.
Video and images
Exercise 1 page 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 Handouts with task
fashion.
What mass media do teens prefer?
Make a graph and comment on it.
A chart
Main
Activities
Discussion of the text “Stars of the vlogosphere”.
Read the text and do ex. 2 – 5 p.80.
Write down the new words and their definitions. Ex.6
Give headlines to each of the part.
TB. P.44 (Keys to Ex.5,6)
A – Waiting for a vlogger.
What can vloggers do? And what makes them so
attractive?
Give a common characteristic of a vlogger.
A vlogger:
What is the relationship between a vlogger and fans?
How much money do the vloggers earn? Would you like
to be a vlogger? Or maybe you have had this
experience?
Some students are doing Ex.4. The score is 5.
The teacher checks individual tasks and gives a
commentary with a class.
Ex.7 – 8 p.81 are done in pairs.
Check answers as a class.
Giving the homework. WB p.79
Ending
Ask students: What have you learned today? What can
the lesson you do now? And elicit answers: I can discuss the topic
connected with the activity of vloggers.
End
Feedback: Teacher asks students what task was difficult 33333333333332222
Additional information
1min
to them and which pair worked well.
Differentiation –
Assessment –
How do you plan to give more
How are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by
task
(selection
of
learning
materials and resources based on
student strengths).
By support. Less able learners will
be supported through step-by-step
instructions, graphic organizers,
sentence
frames,
glossaries,
thinking time. Small group
learning.
By outcome providing challenge,
variety and choice.
Observe
learners
when
participating in reading, listening,
speaking, and writing. Did each
learner involved into work? If
not, why not? (e.g. didn’t
understand what to do; not so
confident speaking English; not
interested in topic; other).
Students think critically,
exploring,
developing,
evaluating and making
choices about their own and
others’ ideas
The Richest YouTubers Keep Getting Younger and Younger!
Jeffree Star: $50 million. Source: YouTube.
Ryan Kaji: $30 million - $100 million. ...
Daniel Middleton: $45 million. ...
Colleen Ballinger: $30 million. ...
Felix Kjellberg: $20 million. ...
Jake Paul: $19 million. ...
7. Logan Paul: $19 million. ...
Anastasia Radzinskaya: $18 million. ...
Adam Kontras
You probably have never heard of the name Adam Kontras, but he is credited with creating the
world's first vlog. Kontras set off on a cross-country road trip to Los Angeles to pursue his dream
of being in show business, and he wrote blog entries along the way to inform his friends and
family of his adventures.
Vlogging saw a strong increase in popularity beginning in 2005. The most popular video sharing site,
YouTube, was founded in February 2005. The site's co-founder Jawed Karim uploaded the first YouTube
vlog clip Me at the zoo on his channel "jawed" in April 2005. The ordinary "everydayness" and "dry
aesthetics" of Me at the zoo set the tone for the type of amateur vlogging content that would become
typical of YouTube, especially among YouTubers. By July 2006, YouTube had become the fifth most
popular web destination, with 100 million videos viewed daily and 65,000 new uploads per day. The
Yahoo! Videoblogging Group also saw its membership increase dramatically by August 2005.
Many open source content management systems have enabled the inclusion of video content, allowing
bloggers to host and administer their own video blogging sites. In addition, the convergence of mobile
phones with digital cameras allows publishing of video content to the Web almost as it is recorded. Radio
and television stations may use video blogging as a way to help interact more with listeners and
viewers.[citation needed]
YouTube has become a popular platform in order for people to express their emotions to create a giant
social community. It has created a place to bring strangers together to reassure each other of their own
experiences for any time and place. The emotional exchange and support that Vloggers seek due to a
sizeable amount of friendly comments makes making bereavement Vlogs a united and common act.
Short-term plan 86
Term 4
Unit 8. Recent advances in
technology
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Options for future careers
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion;
11.L.2 - 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.S.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11.S.2 - 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. R.4 - read a wide range of extended fiction and non-fiction texts on a variety
of more complex and abstract general and curricular topics.
All learners will be able to:
 Increase awareness of their attitude toward options for future careers.
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Planned
timings
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
 Relate personal interests and attributes to education and career planning
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
 To understand the importance of career and education planning by
knowing about employment rates in employment sectors and still being
able to relate it to personal attributes and interests.
To make a right choice of a future profession.
Social Science, Phycology, IT, Culture.
Vloggers.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
Resources
Beginning
the lesson
Main
Activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Introduce Youth Employment UK to students
Youth Employment UK provides free membership
called Young Professional to all 14-24 year olds in
the UK. This membership is accessed online and
helps young people to build up skills for life and
work.
In addition, Youth Employment UK is home to a
growing Careers Hub that provides useful
information about the world of work, careers,
pathways, salary information, tips, advice and
much more. Students are going to use the Careers
Hub today to learn more about the world of work,
and to build their skills for making career choices,
researching information and improving their job
searching skills.
Set the task:
Students are going to work in pairs or small groups
and explore one of the 15 sectors listed in the
Careers Hub. ‘Sector’ is the term used to describe a
specific industry; the 15 sectors in the Careers Hub
are the primary sectors in the UK. There are
hundreds of careers within each sector that provide
huge opportunity for young people. Understanding
the sectors, career roles and additional information
such as the growth and earning potential available
is key for young people when making choices
about their future.
In this session students are going learn about the
range of sectors available and the opportunities that
exist within them.
https://www.youthemployment.org.uk/careershub/
You know there are highly-paid and low-paid,
challenging and boring jobs. Now I’d like you to
discuss the following questions:
•
What kind of job would you like to have?
(easy, difficult, prestigious, non- prestigious, lowpaid, high-paid)
•
What your family and friends think about
your choice? (agree, disagree, approve, advice
something, support)
•
What kind of job would you least like to
have? (low-paid, difficult and complex, stressful,
boring, dangerous, extremely irritating, tiresome)
•
What jobs, if any, do you think should only
be done by men/ women?
•
What's more important for you – earning
money or having a job you enjoy?
Slide (useful phrases)
Pictures
PPT
Presentation
Video and images
Group work – discussing problem questions.
You know on the way to your future career you’ll
come across difficulties. Let’s discuss.
• 1 group: What do you consider a good job for
you? Why?
• 2 group: What do you expect from your future
job?
• 3 group:
Decide which qualities are important for a
successful career: are they more professional or
personal? Explain your opinion. Make a list of 8-10
qualities
• 4 group:
Male and female professions. Make a list of such
professions.
Have students identify a couple of interests that
they would like to have in their future job. Ask
students which interests they might want to keep as
hobbies. For example, if one of their dreams is to
travel to a number of foreign countries, do they
want to have this interest in their work life,
personal life, or both? What are the advantages and Handouts with task
disadvantages of each option?
Some of these jobs are on the up and some are
declining.
Which jobs are ‘hot’ and which jobs are ‘cold’?
These skills and qualities are mentioned by the
Employers:
-motivation
d worker
-belief
Agree or disagree.
Key Questions
1. Which personal attributes are most important to
me? Which ones do I think I will use to help guide
my life/work plans?
2. When thinking about my future life/work goals
what interests, work values and lifestyle choices are
most important to me?
3. When I shared my personal collage, did my
friends and family see how my interests and
personal characteristics influenced my “preferred”
future?
4. Did this activity make me more aware of career
possibilities? Did it help me refine my initial career
and education goals and plan?
Giving the homework. SB. Ex.8 p.81 w.
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can speak
about options for future careers.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, writing. Did evaluating and making choices
each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 87
Term 4
Unit 8. Recent advances in
technology
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Photo comparison
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.L.2 - 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.S.2 - 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.S.3 - explain and justify own and others’ point of view on a range of general
and curricular topics, including some unfamiliar topics;
11. W.5 - 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.
All learners will be able to:
 Students will be able to compare and contrast photos at a discourse level
using sentence frames and partner support.
Most learners will be able to:
 Develop listening skills through understanding information in the context
of the photo comparison.
 Apply topic related vocabulary with support.
 Discuss topic questions in simple sentences.
Some learners will be able to:
 Apply topic related vocabulary with no support.
 Discuss topic questions in complex sentences.
Develop the skills of taking good pictures and understand the differences
between them. Being a good photographer.
Social science, Psychology, Art, IT.
Options for future careers
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Comment on:
“A picture is worth a thousand words”.
While the expression “A picture is worth 1,000
words” is meant to convey that an image means
more than “talk,” images can also compel us to
volunteer, donate money, vote a certain way, or
join a group.
In part two of the Cambridge English: Advanced
Speaking test, you are given a piece of paper with 3
photos on. The photos are almost always about
people.
You have to talk about 2 of the pictures, on your
own, for a minute. Then the examiner will ask the
other candidate a question about your pictures.
Next, the other candidate will have to talk for a
minute about some different pictures, and you will
be asked a question about those pictures. The
technique for answering this follow-up question is
the same as Speaking Test Part One - respond in
about 3 sentences and try to show off your
vocabulary.
Ex.1 p.82 Describe photos A or B.
When the examiner gives you the instructions for
the task, he or she will always start, 'I'd like you to
compare two of the pictures and say...' Comparing
is the heart of the task.
If you aren't comparing, you aren't scoring points.
Comparing means saying what the same in your
chosen pictures is and what is different. There are
many ways you can do that, but the easiest way is
to use the magic CAE words:
The Three Magic Words
Both ...
Whereas ...
While ...
Resources
Presentation
Presentation
Video and images
Handouts with task
CAE Speaking Test Tips Guaranteed to Improve Your
Exam ...www.caeexamtips.com ›
speak...
A photo
Handouts with task
"Both pictures show men using phones.”
Whereas in this picture the man is wearing a suit, in
this picture the man is dressed in some kind of
traditional costume."
"While the businessman is sending a text or
checking his portfolio, the man in the fluffy hat is
checking his voicemail.”
Ex. 2 – 3 p.82. Vocabulary exercises. Try to use a
range of adjectives.
Compare two photos:
Images
CD. 3.13
Listening Activity. Ex.4 – 5 p.82. Answer the
questions and choose the phrases in the text.
In groups describe 2 photos from Ex.6 – 7 p.82
using key phrases. Make a self – evaluation. Begin
with: In both photos, you can see……
Study the two photographs. In 1.5 minutes be ready
to compare and contrast the photographs:
· give a brief description (action, location)
· say what the pictures have in common
· say in what way the pictures are different
· say which of the ways of spending free time
presented in the pictures you’d prefer
· explain why
You will speak for not more than 2 minutes. You
have to talk continuously.
Giving the homework. WB p.80.
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I have learned
how to make a photo comparison.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
Differentiation can be achieved
by task (selection of learning
materials and resources based on
student strengths).
By support. Less able learners
will be supported through stepby-step instructions, graphic
organizers, sentence frames,
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Observe
learners
when
participating
in
reading,
listening, speaking, and writing.
Did each learner involved into
work? If not, why not? (e.g.
didn’t understand what to do;
not so confident speaking
English; not interested in topic;
other).
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
You will speak for not more than 2 minutes. You have to talk continuously.
Short-term plan 88
Term 4
Unit 8. Recent advances in
technology
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
A formal letter
Learning
objectives(s) that
this lesson is
contributing to
Lesson
objectives
Value links
Cross curricular
links
Previous
learning
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion;
11.S.2 - 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.R.4 - read a wide range of extended fiction and non-fiction texts on a variety of
more complex and abstract general and curricular topics;
11.R.7 - recognize patterns of development in lengthy texts [inter-paragraph level]
on a range of more complex and abstract general and curricular topics;
11. W.3 - write with grammatical accuracy on a wide range of general and
curricular topics.
All learners will be able to:
 Write a formal letter on the given topic using appropriate style and plan of
a given genre with support.
Most learners will be able to:
 Write a formal letter on the given topic using appropriate style and plan of
a given genre with some support.
Some 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.
Manage your time wisely.
Science, Social science, IT.
Photo Comparison
Use of ICT
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Pastoral Care
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
Health
and
If students are tired, do physical exercise with them.
Safety
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Discuss with your students the importance of
proper, clear communication to a business, and
Beginning
how important it is to follow the formal business
the lesson
letter format. In order to get students thinking
about business letters, ask how many reasons
they can think of for writing this type of letter.
Give a couple of examples, and then get students
to brainstorm in pairs, before feeding back to the
class.
Ex.1 p.83 What is a role model? Which national
celebrity would you like to invite to give a
speech to school leavers?
In groups, think about the structure of a formal
letter. Make a poster of tips of writing that letter.
Formal Letter Format
A formal letter has a format which needs to be
followed. A typical formal letter format is:
Sender’s address
Date
Name / Designation of Addressee
Address of the Addressee
Salutation
Subject
Body – Introduction, Content, Conclusion
Complimentary Close
Signature / Name of the Sender
Designation of the Sender
Discuss the features of formal and informal
Main
language of the letter with students and then
Activities
write them on the board.
Formal
Not emotional1.
No
2.
contractions 3.
3. No slang
4.
4. Proper format
1.
2.
Informal
Emotional
Contractions
Slang
No proper format
Slide (useful phrases)
Pictures
PPT
Whiteboard
Presentation
Video and images
Handouts with task
Firstly write the sender's address, then skip one
line, then date, skip, then receiver's address, skip,
subject of your letter, then write Respected
sir/Madam. Then your content and then closing.
Ex.2 p.83 Read a letter and define three parts:
A. a description
B. a proposal
ST.B. p.83
C. some suggestions
Ex.3 p.83 Find formal expressions.
Rewrite informal sentences into formal style.
Ex.4
She has decided to accept the job.
formal
She’s decided to accept the job.
informal: She’s = contraction
Ex.5 p.83 Write only introduction or the last part.
It depends what part of a formal letter you have
chosen. Read your part aloud to the class.
Giving the homework. WB p.81 or a formal
letter.
Ending
Ask students: What have you learned today?
the lesson
What can you do now? And elicit answers: I have
learned how to write a formal letter.
End
Feedback: Teacher asks students
what
task was 33333333333332222
Additional
information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to Critical thinking
challenge the more able check learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
participating
in
reading,
by task (selection of learning
exploring, developing, evaluating
materials and resources based listening, speaking, and writing. and making choices about their
Did each learner involved into own and others’ ideas
on student strengths).
By support. Less able learners work? If not, why not? (e.g.
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By
outcome
providing
challenge, variety and choice.
Nicole Thomas
35 Chestnut Street, Dell Village, Wisconsin 54101 · 555-555-5555 · nicole@thomas.com
August 1, 2018
Jason Andrews
Manager
LMK Company
53 Oak Avenue, Ste 5
Dell Village, Wisconsin 54101
Dear Jason,
I’m writing to resign my position as customer service representative, effective August 15, 2018.
I’ve recently decided to go back to school, and my program starts in early September. I’m tendering my
resignation now so that I can be as helpful as possible to you during the transition.
I’ve truly enjoyed my time working with you and everyone else on our team at LMK. It’s rare to find a
customer service role that offers as much opportunity to grow and learn and such a positive, inspiring
team of people to grow and learn with.
I’m particularly grateful for your guidance while I was considering furthering my education. Your support
has meant so much to me.
Please let me know if there’s anything I can do to help you find and train my replacement.
Thanks, and best wishes,
Nicole Thomas
Tips for Formatting Your Letter
To make sure your letter looks professional, follow these tips:
Your letter should be simple and focused; make the purpose of your letter clear.
Left justify your letter.
Single space your letter and leave a space between each paragraph.
Use a plain font such as Arial, Times New Roman, Courier New, or Verdana. The
font size should be 10 or 12 points.
Leave a blank line after the salutation and before the closing.
Business letters should always be printed on white bond paper rather than on
coloured paper or personal stationery.
If you're sending an email letter, here's what to include and how to format your
signature.
Short-term plan 89
TERM 4.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the eighth unit” Recent advances in technology”.
Learning objectives
Assessment criteria
Level of thinking skills
Duration
11.L.2 - 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.S.2 -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.S.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics
Identify the position of speakers in an extended talk with some
support
Express thoughts about the given topic in the conversations
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Application
Higher order thinking skills
20 minutes
I. Listening
Task 1. You will listen to the text “A business interview” and choose the correct answer.
https://learnenglish.britishcouncil.org/skills/listening
Choose the correct answer.
1. Anna …
a. didn’t start the company but manages it now.
b. started the company and manages it now.
c. started the company but doesn’t manage it any more.
2. The app …
a. is for parents to learn from.
b. is for students to learn from.
c. is for students who want to find a tutor.
3. Many parents …
a. don’t have the time or knowledge to help with their children’s homework.
b. think that schools should help with their children’s homework.
c. don’t want to help with their children’s homework.
4. The app …
a. has student exercises on it.
b. is only for people in remote areas.
c. offers live online support from tutors.
5. On the app, tutors who live in remote areas …
a. often charge lower rates.
b. often charge higher rates.
c. don’t like to work too much.
6. The app …
a. is new and not many people know about it.
b. is already popular.
c. is not very successful.
II. Speaking
Task 2. An individual interview on the suggested topic for approximately 2 minutes for each
student.
Card 1.
What technologies, currently considered surrealistic and possibly achievable in the future, could
revolutionize technological progress and could solve key global problems of humanity?
For example, imagine if nuclear fusion technology was developed at a nuclear power plant, in
which nuclear material would neutralize toxic waste in this way.
Or if power plants were built, in which hydrogen would be burned in oxygen in a controlled way
and in this way electricity would be produced and the whole power plant would be built in the
formula of a new generation steam engine, with water vapor arising in the process of the said
hydrogen combustion in oxygen.
If it were possible, this type of technological solutions currently considered surreal and unreal
could solve global problems being a derivative of the increase in greenhouse gas emissions, the
ever-accelerating process of global warming and the growing demand for electricity.
What proposals do you have, surrealistic concepts for the surreal technologies of the future?
What do you think about this topic?
What's your opinion on this topic?
Do you agree with me on the above matter?
What technologies, currently considered surrealistic and possibly achievable in the future, could
revolutionize technological progress and could solve key global problems of humanity?
Card 2:
What are the long-term effects of living in a technological world? Are these mostly negative or
positive?
Are children under 12 now growing up in a different world than college-age students did? How
is it different and what does that mean for them?
What is the most important new technology for solving world problems?
How do social media, texting, cell phones, and the Internet make the world bigger? Smaller?
What are the implications of ever-increasing globalization through technology to the global
economy?
Technology is changing so quickly that we are frequently using computers, software programs,
and other technologies that have frustrating glitches and problems. Is there a solution?
Card 3: Information Communication Technologies (ITC)
1. Is technology changing the way we read?
2. Does an online format cause readers to skim rather than fully digest information?
3. Is being able to find information quickly online a good or bad thing?
4. How do we gauge intelligence?
5. How is Google search changing us?
6. How important is it that schools teach using iPads, Smart Boards, social media, and other new
technologies?
7. If Google prefers its own brand of information, are we getting the best when we search?
Card 4:
How is digital learning going to change schools and education?
How does reading on a screen differ from reading from a print page?
Do people retain as much information from a video as from a live lecture?
Does online interaction with classmates and an instructor increase participation, especially of
less extroverted students?
Does digital learning equal the playing field for underrepresented groups?
Does digital learning help or hinder important skills like critical thinking?
How should traditional education change to keep up with digital learning?
Which is better, school-supplied digital devices or having students bring their own computer
from home (assuming those without computers are supplied a school computer)?
Short-term plan 90
Term 4
Unit 8. Recent advances in
technology
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Producing information leaflets
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion;
11.S.2 - 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.R.7 - recognise patterns of development in lengthy texts [inter-paragraph
level] on a range of more complex and abstract general and curricular topics;
11.W.3 - write with grammatical accuracy on a wide range of general and
curricular topics;
11.W.5 - 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;
11. UE14 - use a growing variety of more complex prepositional phrases
including those relating to concession and respect; use a variety of multi-word
verbs of different syntactic types on a wide range of general and curricular
topics.
All learners will be able to:
 Write information leaflets on the given topic using appropriate style and
plan of a given genre with support.
Most learners will be able to:
 Write information leaflets on the given topic using appropriate style and
plan of a given genre with some support.
Some learners will be able to:
 Write information leaflets on the given topic using appropriate style and
plan of a given genre with no support.
 Identify situations that require information leaflets.
The ability to create information leaflet for advertising and for people’s need.
IT, Social science, Art, Linguistics.
Term assessment.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Have you ever read an information leaflet?
Leaflets are an ideal method of marketing in order to
grow your business. A leaflet sends your customers
the right message and delivers your brand to an area
or a selected demographic to effectively target the
customers it suits.
Pictures
PPT
Beginning
the lesson
Whiteboard
Main
Activities
Presentation
Discuss this leaflet:
Patient information leaflets (PILs) provide
information to patients to encourage participation in
their health care. Research evidence has variously
concluded that PILs do affect patient health
outcomes, but that many are poorly written. ... Less
than 10% of the PILs covered managing illness or
health promotion.
Video and images
What makes a good information leaflet?
Work in groups and make your own leaflet. Explain
its purpose.
Information leaflets are usually intended to inform a
wide audience, including laboratory staff, managers
and laboratory customers.
Like Guides, Information Leaflets are developed by
the different Working Groups, often in cooperation
with other organisations.
How do you create an information leaflet?
Step 1: Decide on your format. In order to design a
leaflet/poster you must first think about its purpose
so you can then decide the information that . ...
Step 2: Write your text. ...
Step 3: Design your leaflet. ...
https://youtu.be/R0Pfp_liE_k
Step 4: Print and distribute your poster or leaflet.
Leaflet distribution can be an effective means of
marketing that generates leads and sales for almost
any company if done correctly. According to
industry studies, 48% of consumers respond to
leaflet ads while 79% of recipients either keep, pass Handouts with task
on to someone, glance over the contents of the flyer.
Make analysis of a leaflet:
Analysis
Key features of this leaflet include:
Analysis
The heading of the leaflet uses imperative language
to give the reader a direct command – “Get
Baking!” The subheading “to help you get baking”
suggests that the intended audience is people who
are new to this activity.
The opening ‘welcome’ message from celebrity
chefs will appeal to fans of The Great British Bake
Off. It introduces the purpose of the leaflet – to
persuade readers to support the BBC Children In
Need charity through baking.
Sub-headings guide the reader through each section
– some information is organized with numbers and
bullet points to break down instructions.
The tone is reassuring to the reader if they are not
necessarily an expert “All the recipes in this guide
give step-by-step advice to help you bake
beautifully”. The personal pronoun “you” is direct
and inviting.
The language is enthusiastic - the rule of three
highlights the benefits of baking as “relaxing,
rewarding and great fun”.
Assertive language like “nothing beats the taste” and
“it’s really not difficult” makes the reader feel they
should have a go.
A range of adjectives – “perfect, tasty, crusty, hot
and delicious” – appeal to the senses, almost making
the reader hungry as they imagine eating the food!
A fun tone is reinforced by alliteration – “crazy for
cake”, “soft spot for bread” and “passion for
puddings” – which builds up to the whole purpose
of the text.
A leaflet
Describe a leaflet.
Giving the homework. SB. Ex.5 p.83 w.
Ending
Ask students: What have you learned today? What
the lesson can you do now? And elicit answers: I can write an
information leaflet.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, and writing. evaluating and making choices
Did each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 91
Term 4.
Unit 9.
The Chemistry of Clothes
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
We are what we wear
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Cross curricular
links
Previous learning
Use of ICT
Intercultural
awareness
Pastoral Care
Health and Safety
Planned
timings
Number absent:
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.L.5 - 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.S.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
topics;
11. R.3 - 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.
All learners will be able to:
 Describe the variety of clothing options that exists using active
vocabulary.
Most learners will be able to:
 Identify the functional, social, and psychological aspects that influence
clothing choice.
Some learners will be able to:
 Understand that clothing choices are based on several factors including
functionality, personal tastes, and social/psychological needs.
The ability to choose the clothes correctly due to situations.
Culture, Art, Social science, Psychology.
A formal letter.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Accept diversity of other cultures and different centuries.
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
Resources
Beginning
the lesson
Main
Activities
The lesson greeting.
Collect as many pictures related to fashion trends
(look up magazines, web, and newspaper). Few are
attached here at the end of the plan. Using a double
sided tape put the pictures around the room on the
walls so that the students can view them clearly.
Don’t forget to number the pictures. The aim is to
create a fashion art gallery situation.
As the learners enter the room, ask them to walk
around, observe the pictures and make a note of
what they see on the corresponding numbered row.
During this ‘Fashion Gallery Walk’ encourage the
learners to interact with each other.
In about 5 minutes, transition into a discussion
about what the students noticed.
Ask questions such as :
What do you think we will be talking about today?
What does fashion mean to you? Which ones of
these pictures is your favorite?
What’s your favorite color in dresses?
How much time did you spend this morning in
deciding what to wear?
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Ask students to speak about clothes. What kind of
clothes do people wear in KZ?
You can start by telling students about the dress
code of the school where you work (if there is one)
or how you choose the clothes that you wear to
work. Ask students if they think people’s clothes
can tell things about their personality and
profession. Board their opinions, as they are going
to be used later. Ex.1 p.84
It’s probably a good idea to check if students know
the meaning of the word outfit.
Do you think looks are important in order to be
successful? Why?
What kind of outfit do you usually wear to work?
Are you in favour of companies having a dress
code? Why?
How important is it to be well dressed at work?
Does it depend on the profession? Why?
Do you think people ever judge you by your
appearance? How so?
Elicit answers from the whole group and focus on
whether they think people’s clothes can have a
positive/negative effect on their careers.
Now show them the image below and ask students
if they are familiar with the show.
Slide (useful phrases)
Pictures
PPT
Whiteboard
Writing
Worksheet
Presentation
Video and images
You can either ask students these questions in an
open discussion or get them together in pairs/trios.
Have you ever watched “What Not to Wear” or a
similar show?
Why do people take part in such shows?
Tell students they are going to watch a snippet of https://youtu.be/Bbft4_F-l9I
the show where a woman named Sarah goes
through a style transformation.
Tell students to pay attention to these things as
they watch the snippet.
What is Sarah’s future profession?
What kind of clothes does she usually wear?
What does she look like?
At first, how happy is Sarah to take part in the
programme? How does she feel at the end?
Ex. 2 – 3 p.84 Vocabulary exercises. It’s a group
work. The students match the words with the
pictures and give definitions to them.
Ask students to create similar dialogues and talk
about
practical,
impractical,
outrageous,
comfortable, stylish, classic, horrendous fashion
trends. They may refer to the pictures all around
them and the vocabulary lists on board. Focus
primarily on accuracy and correct any error that
comes up.
Read the text and discuss it in groups:
What fashion Means To You….
To some of us, fashion can be a form of expression
as articulate as a poem or a story. It can be a way
of life, and even a profession. Fashion is also a
glimpse into someone’s personality.
Fashion is a popular style or practice, especially in
clothing, footwear, accessories, makeup, body, or
furniture. It is a distinctive and often constant trend
in the style in which a person dresses. It is the
prevailing styles in behavior in a certain area or
region and the newest creations of textile Handouts with task
designers.
The more technical term ‘costume’ is regularly
linked to the term ‘fashion’, and often refers to
special styles like fancy dress or masquerade wear,
while "fashion" generally means clothing,
including the study of it. Although aspects of
fashion can be feminine or masculine, some trends
are androgynous. Fashion is full of seriousness,
playfulness, a conception of distraction,
entertainment and exhibition. Fashion is an
individual’s statement of self-expression.
Of course, the meaning behind fashion is not a
simple question to answer. One could say it plays a
significant role in our transformation and
development as human beings. There is so much
history and so much to be learned about its
evolution.
What does fashion mean to you as an
individual?
Look at the clothing you wore to school today.
Describe your outfit choice in one paragraph.
• Then explain why you chose to wear what you’re
Pictures and posters
wearing today. Identify at least three factors that
influenced or guided you as you were deciding
what to wear.
Giving the homework. WB p.84
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can speak
about the clothes.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional information
1min
difficult to them and which pair worked well.
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, and writing. evaluating and making choices
Did each learner involved into about their own and others’
student strengths).
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic not so confident speaking
organizers, sentence frames, English; not interested in topic;
other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 92
Term 4.
Unit 9.
The Chemistry of Clothes
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
We are what we wear
Number absent:
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world;
11.L.5 - 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;
Learning
11.S.6 - navigate talk and modify language through paraphrase and correction in
objectives(s) that talk on a wide range of familiar and some unfamiliar general and curricular
this
lesson
is topics;
contributing to
11.R.3 - 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. UE.9 - 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.
All learners will be able to:
 Increase awareness of their attitude toward clothes and manufacturing
process.
Most learners will be able to:
Lesson objectives
 Use skills such as brainstorming, discussion to gather information.
Some learners will be able to:
 Practice expressing personal attitudes toward the topic.
Manage to keep dress code due to situations.
Value links
Cross curricular
Social science, Art, Culture, IT.
links
Previous learning We are what we wear.
Projector and smart board for showing a presentation, getting additional
Use of ICT
information, playing the audio, video files.
Intercultural
Accept diversity of other cultures.
awareness
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Pastoral Care
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
The lesson greeting.
Beginning
the lesson
Main
Activities
Resources
Slide (useful phrases)
Teacher greets the class and suggests playing the
game to the learners. Teacher explains the rules for
this game.
•
Game “Back to Blackboard” Rules:
One person stands back to the cards of clothes ;
Classmates should not call the name of clothes but
try to speak about it;
Classmates can give some associations with the
clothes or material ;
Classmates can mime the article;
Classmates can sing some lines from the songs.
•
Teacher can organize competition between
Pictures
two teams, when the first team mimes, the second
PPT
should guess clothes.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up. Free talk about the quote: We are what Whiteboard
we wear.
Lead a class discussion to explore the various
reasons we wear clothes.
Lesson Activity
1. Separate students into small groups to create a
dress code for an institution or workplace
environment, such as a school or a restaurant.
a. The dress code may be a bulleted list or a
paragraph.
b. Students should include a brief sentence
explaining the reason for each rule in their dress
code.
2. A representative from each group will present
their dress code to the class, explaining its overall
purpose and the reason for some of the specific
rules in the dress code.
Group students into pairs.
Give each pair three copies of the template (on the
following page) and tell students they will “dress”
the doll for three different occasions and
environments. For example: Going to work, going
to a party, going outside to shovel snow.
Each partner must participate in the design and
drawing of the outfits.
4. Groups will write two-sentences to explain how
each outfit is appropriate for the environment it was
designed for.
Let’s speak about the fabric produced in
Kazakhstan.
Ex.5 – 6 p.85
Listen and match with the definitions: bales, bolls,
Presentation
Handouts with task
Writing
Worksheet
CD.3.13
crops, gin, modules, and yarn. Ex.7
Keys: TB. P.46
Ex.8 p. 85 The revision of Grammar: Present
Perfect Simple – Present Perfect Continuous.
Ex.9 p.85 Speaking Activity. Work in pairs.
Think about your own closet. Which articles of
clothing come to mind right away? What are your
favorite articles of clothing and why? Where and
when do you typically wear these items?
Giving the homework. WB p.84 Ex.6
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can speak
about dress code.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
difficult to them and which pair worked well.
1min
Differentiation –
Assessment –
How do you plan to give more
Critical thinking
support? How do you plan to How are you planning to check
challenge the more able learners’ learning?
learners?
learners
when Students
Differentiation can be achieved Observe
think
critically,
in
reading, exploring,
by task (selection of learning participating
developing,
materials and resources based on listening, speaking, writing. Did evaluating and making choices
each learner involved into about their own and others’
student strengths).
work? If not, why not? (e.g.
By support. Less able learners didn’t understand what to do; ideas
will be supported through step- not so confident speaking
by-step instructions, graphic English; not interested in topic;
organizers, sentence frames, other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Directions: Fill in the blanks with the appropriate answers.
We have several reasons for our clothing choices. We choose clothes based on
__________________ reasons – for comfort, protection against the elements and to support our
physical activities. We also choose clothes for__________________ reasons, such as adhering to
cultural norms, meeting expectations, and fitting into groups. And we base our clothing decisions
on __________________ factors, such as a desire to be attractive, feel powerful, or express our
creativity.
The __________________ we choose affect how we see ourselves and can make a strong
impression on others. Some people try to appear current and __________________ by choosing
to wear the latest, popular fashions. Others may prefer to take a more __________________
approach and wear simple, __________________ styles, such as polo shirts and khaki pants.
Colour choice also affects how we perceive ourselves and how others perceive us. For instance,
we may wear the colour ________________ because it is slimming, simple, and neutral. The
colour __________________ is emotionally intense and can elevate your heart rate.
__________________ has a long history of being the colour of royalty.__________________
strives to create clothing that is creative, fashionable and marketable to different groups of
people.
__________________ make the clothes that stock the shelves of retail businesses.
__________________ buy clothes from manufacturers and then __________________ and
market them to their customers. They sell clothing by category targeted to customer
__________________ and lifestyles.
Ultimately, we choose clothing based on a variety of reasons - marketing, functional needs, our
physical, social, and psychological __________________, and our own __________________
taste.
Word Bank: functional, trendy, psychological ,social, demographics, classic, black, purple,
fashion designers, styles ,manufacturers, retailers, red, merchandise, conservative, reasons,
individual.
ANSWER KEY
Directions: Fill in the blanks with the appropriate answers.
We have several reasons for our clothing choices. We choose clothes based on functional
reasons – for comfort, protection against the elements and to support our physical activities. We
also choose clothes for social reasons, such as adhering to cultural norms, meeting expectations,
and fitting into groups. And we base our clothing decisions on psychological factors, such as a
desire to be attractive, feel powerful, or express our creativity.
The styles we choose affect how we see ourselves and can make a strong impression on others.
Some people try to appear current and trendy by choosing to wear the latest, popular fashions.
Others may prefer to take a more conservative approach and wear simple, classic styles, such as
polo shirts and khaki pants.
Colour choice also affects how we perceive ourselves and how others perceive us. For instance,
we may wear the colour black because it is slimming, simple, and neutral. The colour red is
emotionally intense and can elevate your heart rate. Purple has a long history of being the colour
of royalty.
Fashion designers strive to create clothing that is creative, fashionable and marketable to
different groups of people.
Manufacturers make the clothes that stock the shelves of retail businesses. Retailers buy
clothes from manufacturers and then merchandise and market them to their customers. They sell
clothing by category targeted to customer demographics and lifestyles.
Ultimately, we choose clothing based on a variety of reasons - marketing, functional needs,
our physical, social, and psychological reasons, and our own individual taste!
Short-term plan 93
Term 4.
Unit 9.
The Chemistry of Clothes
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Emphasis
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion;
11.S.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics;
Learning
objectives(s) that 11.R.5 - deduce meaning from context in extended texts on a wide range of
this
lesson
is familiar and unfamiliar general and curricular topics;
11.W.3 - write with grammatical accuracy on a wide range of general and
contributing to
curricular topics;
11. UE.2 - 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.
All learners will be able to:
Lesson objectives
 Increase awareness of their attitude toward the structures with emphasis.
Most learners will be able to:
 Use skills such as brainstorming, discussion to gather information.
Some learners will be able to:
 Practice expressing structures with emphasis without support.
Value links
The ability to use sentence structure to create emphasis.
Cross
links
Social science, Art, Culture, Linguistics.
curricular
Previous learning
Use of ICT
We are what we wear.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness
Accept diversity of other cultures.
Pastoral Care
Health and Safety
Planned
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
Resources
timings
The lesson greeting. The teacher sets the lesson
objectives, letting students know what to anticipate
Beginning from the lesson.
the lesson Lead-in.
Ask students to explain the word “Emphasis”. How can
people use structures with emphasis? Do we have such
structures in the Russian sentence?
Exercise 1 page 86.
In pairs, students discuss the questions. Elicit different
answers and underline emphasis in the text.
When we talk, we talk a lot and our listeners sometimes
can’t understand which parts are the most important.
If I say:
- Do you want to talk to her?
I can mean these things:
•
Do you WANT to talk to her? (Что, правда
хочешь?)
•
Do YOU want to talk to her? (А ты хочешь
поговорить?)
•
Do you want to TALK to her? (Что, только
поговорить?)
•
Do you want to talk to HER? (Именно с ней?)
That’s why we need to STRESS our words. When we
emphasize, or stress, some words, we make them sound
more important.
There are many different ways to make your words
sound stronger:
When talking. (Body language)
Main
Activities
Board
Projector
Presentation
Board
Projector
Internet
Presentation
Video and images
Handouts with task
When texting. (When you’re typing, use CAPS LOCK
to show emotions)
In a text. You can highlight/circle/underline when
writing.
Use do and did to emphasize verbs in positive
sentences:
A: You don’t like me!
B: I do like you! I love you!
When we use do/does and did to emphasize verbs, we
use the infinitive after it. (no endings, no second forms
of verbs)
Video and images
Compare:
To emphasize verbs, use really before the verb:
She really enjoys dancing.
use a lot/very much/so much at the end of the sentence
to emphasize a verb:
•
•
•
She looks like her mom very much.
I want to eat so much!
He loves her a lot.
5. Use such a + adjective + singular countable noun: A table
He’s such a great actor.
6. Use such + adjective + plural noun:
He has such wonderful kids!
7. Start the sentence with “It is…
that/which/who/whom” or “It was…
that/which/who/whom” to show the most important part
of the sentence.
•
It is the new film that/which I want to watch!
•
It was her face that/which got his attention.
•
It’s that guy who I want to talk to.
8. You can put words in front of the sentence to
emphasize them:
Compare:
Handouts with task
- He slowly opened the present.
- Slowly, he opened the present.
The second sentence makes the reader pay attention to
the way he opened the present.
9. Start with an introductory phrase to catch the
reader’s attention.
•
One must highlight One must emphasize One
must underline One must bring attention to / you must
draw your attention to
•
in particular.... / especially
•
Surprisingly…
•
Astonishingly…
•
Unfortunately…
One must bring attention to the fact that the laptops
were stolen!
10. Repeat words to make them sound more important:
a. The room was very, very messy.
b. I wanted to see him so, so much!
Use special words to emphasize questions:
•
Where the hell were you?
•
What the heck did you do?
•
Who on Earth did you go with?
Here are some must-know emphasis collocations:
•
A total disaster
•
Extremely good
•
A terrible mistake
•
Much cheaper
•
One hundred percent certain
•
Highly competitive
•
Fully aware
•
Far too expensive
•
Even better
•
Absolutely no chance
The morning was extremely good, and I was 100%
certain that the day would be even better. However,
I made a terrible mistake and after that everything
became a total disaster!
Now try to emphasize these sentences:
1. She is pretty.
2. I want to watch a film with Sandra Bullock.
3. I did my homework.
4. I like orange juice.
Practice: Ex.2 – 3 p.86
Learn this: Emphasis (2) and do ex. 4- 6 p.86. Do
these exercises in groups of 4. Try to express emphasis.
Comment on:
Imagine you're standing in the audience at John F
Kennedy's inauguration. During his speech, he says,
''Everyone, ask your country what you can do to help it
instead of always thinking of yourself first.'' Not very
memorable. Kennedy, in his inaugural address, actually
said, ''...ask not what your country can do for you; ask
what you can do for your country.'' Both sentences
carry the same meaning, but the words that Kennedy
actually spoke are more powerful and emphasize his
idea of putting one's country first. He accomplished this
goal through his skilled use of syntax, the structure of
the sentence.
Express emphasis:
Worksheets with examples
He bought flowers.
Subject + Verb + Direct Object + Indirect Object +
Prepositional Phrase
Less emphasis
I have rarely seen such beautiful colors.
More emphasis
Rarely have I seen such beautiful colors.
Video and images
His English has improved!
Watch a video and make a conclusion of the topic.
https://youtu.be/Wv50TLkAYfw
Giving the homework. WB p.85
Ending
the lesson
Ask students: What have you learned today? What can
you do now? And elicit answers: I can use emphasis to
make a sentence more emotional.
End
Feedback: Teacher asks students
what information
task was difficult 33333333333332222
Additional
to them and which pair worked well.
1min
Differentiation –
Assessment –
How do you plan to give more
Critical thinking
support? How do you plan to How are you planning to check
challenge
the
more
able learners’ learning?
learners?
learners
when Students think critically,
Differentiation can be achieved by Observe
in
reading, exploring,
task (selection of learning participating
developing,
listening,
speaking,
writing.
Did
materials and resources based on
evaluating
and
making
each learner involved into work? choices about their own and
student strengths).
If not, why not? (e.g. didn’t
By support. Less able learners understand what to do; not so others’ ideas
will be supported through step-by- confident speaking English; not
step
instructions,
graphic interested in topic; other).
organizers,
sentence
frames,
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 94
Term 4.
Unit 9.
The Chemistry of Clothes
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Moneyless living
Number absent:
11.C.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.S.3 - explain and justify own and others’ point of view on a range of general
Learning
and curricular topics, including some unfamiliar topics;
objectives(s) that 11.S.5 - interact with peers to make hypotheses and evaluate alternative
this
lesson
is proposals on a range of familiar and some unfamiliar general and curricular
contributing to
topics;
11. R.6 - recognise the attitude, opinion or tone of the writer in extended texts on
a range of more complex and abstract general and curricular topics.
All learners will be able to:
 Synthesize information from the reading passage about moneyless living.
 Demonstrate the correct use of money idioms.
Lesson objectives Most learners will be able to:
 Interpret a text comparing living in poverty and being rich.
Some learners will be able to:
 Express their opinions about living in poverty and being rich.
Value links
Manage to spend money wisely.
Cross curricular
Social science, Economics, History, Psychology.
links
Previous learning
Use of ICT
Emphasis.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness
Accept diversity of other cultures.
Pastoral Care
Health and Safety
Planned
timings
Beginning
the lesson
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
The lesson greeting.
Resources
Board
The teacher sets the lesson objectives, letting Projector
students know what to anticipate from the lesson.
Internet
Lead-in.
Presentation
1. Read the poem and explain what idea on money Video and images
significance the author wanted to present.
Handouts with task
MONEY.
It can buy you a House, but not a Home,
It can buy you a Bed, but not Sleep,
It can buy you a Clock, but not Time,
It can buy you a Book, but not Knowledge,
It can buy you a Position, but not Respect,
It can buy you Medicine, but not Health,
It can buy you Blood, but not Life,
It can buy you Sex, but not Love,
So you see, money isn't everything.
The best things in life can't be bought, and often
we destroy ourselves trying!
I tell you all this because I am your Friend,
And as your Friend I want to take away your
needless pain and suffering...
So send me all your money and I will suffer for
you.
A truer Friend than me you will never find.
Cash only, please…
Ask students to describe the photo. Remind them to
speculate if they are not sure what is happening.
Main
Activities
Exercise 1 page 87. In pairs, students discuss the Presentation
questions. Elicit different answers.
https://youtu.be/qxN74kyZO3c
Watch a video and speak about this problem.
https://youtu.be/qxN74kyZO3c
Ask your students how they would spend a day in
their city/town/village without spending any
money. What activities could they do? They’re
not allowed to stay at home; they have to be out of
the house for the whole day.
Put them in small groups and get them to come up
with a plan of the day – from 10am until 8pm.
Conditions – They are allowed to drink water from
city water fountains and any food that they find.
They should present their plans at the end of this
activity – making sure that everyone in the group
Handouts with task
gets a chance to speak.
Monitor and get feedback from the class – and do
an error correction slot (EC) at the end.
Questions
1. When did Daniel give up money?
2. Finish the sentence; “Money is an
_____________.”
3. How much money did he leave in the phone
booth?
4. What did his friend think of his decision?
5. How did 2008 change the narrator’s perspective?
6. What did Daniel choose to live in?
7. Name his food sources:
8. My philosophy is to use only what is freely
___________ and discarded and what is already
____________ and already ___________.
9. What does he will think will happen to money in
the future?
10. We can cultivate freely giving and freely
receiving, ______________ _______________
what station of life we’re in, that’s our true
______________ and it ___________ in
everybody.
Key: 1. The year 2000 2. Illusion 3. $30 4. He was
crazy 5. The Economic crisis and devaluation of
property made him consider Daniel’s ideas hat
money was just an illusion. 6. A cave 7. Discarded,
expired food, wild onions, road kill, gifts. 8. given,
present, running 9. It will become obsolete 10. no,
matter, nature, exists
Ex.2 p.87 Give your opinion.
Ex. 3 – 4 p.87. Listen and define if it is a fact or CD. 3.14
opinion. Use key phrases.
Listening Activity. Ex.5. Choose the correct CD. 3.15
answer.
What is your attitude towards money? Discuss in
pairs.
Gap-fill exercise
Fill in the gaps with the correct verb, in the correct
form.
(not) earn inherit borrow lend steal find invest
waste pay (back) owe withdraw
1) When I was younger, I _______________ some
money in Nokia. It was a really good idea because
the company has been very successful, and I have
made a lot of money.
2) I was very sad when my grandfather died, but I
used the money I _____________ from him to
study, and I think he would be very happy that I am
a teacher now.
3) Claire works as a secretary, but she
_______________ much money, so her mum often
has to______________ her some.
4) A couple of years ago I ____________ £20
outside the pub. I ___________ it all on things I
didn’t need.
5) When I was a student I had to _______________
lots of money from the bank. I __________ all the
money back last year, so now I don’t _______ the
bank anything.
6) You should be careful when you
______________ money from a cashpoint machine
because somebody might be behind you waiting to
___________ it from you.
Giving the homework. WB p.86
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can speak
about moneyless living.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
difficult to them and which pair worked well.
1min
Differentiation –
Assessment –
How do you plan to give more
Critical thinking
support? How do you plan to How are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when Students
think
critically,
by task (selection of learning participating
developing,
in
reading, exploring,
materials and resources based on listening, speaking, and writing. evaluating and making choices
student strengths).
about their own and others’
Did each learner involved into
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic
not so confident speaking
organizers, sentence frames,
glossaries, thinking time. Small English; not interested in topic;
other).
group learning.
By outcome providing challenge,
variety and choice.
Compare and contrast these two pictures. In your description, answer the following
questions:
•
What similarities and differences can you name?
•
Why do you think the woman on the left has become poor and homeless? Who is
responsible for this?
•
How does she spend her day?
•
Where does she spend the night?
•
How could she get help?
•
Do you think she will ever have dinner in a luxury restaurant? Why/ why not?
•
How much do you think a meal in this restaurant may cost?
•
Can you imagine any of the diners as homeless? Why/why not?
Short-term plan 95
Term 4.
Unit 9.
The Chemistry of Clothes
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Participle clauses
Number absent:
11.C.8 - develop intercultural awareness through reading and discussion;
11.S.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics;
11.S.6 - navigate talk and modify language through paraphrase and correction in
talk on a wide range of familiar and some unfamiliar general and curricular
Learning
objectives(s) that topics;
this
lesson
is 11.R.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
contributing to
11.R.6 - recognise the attitude, opinion or tone of the writer in extended texts on
a range of more complex and abstract general and curricular topics;
11.W.9 - punctuate written work at text level on a wide range of general and
curricular topics with a good degree of accuracy;
11. UE.3 - use a variety of adjectives complemented by that, infinitive and whyclauses on a wide range of general and curricular topics.
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of Participle clauses speaking about
shopping online. Transfer information from the given information into a
graphic organizer.
Most learners will be able to:
Lesson objectives
 Select, compile, and synthesize information for an oral presentation.
 Provide a point of view in conversations and discussions using Participle
clauses.
Some 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.
Value links
Manage to do online shopping correctly and wisely.
Cross curricular
Social science, Economics, History, Psychology.
links
Previous learning
Use of ICT
Moneyless living.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness
Accept diversity of other cultures.
Pastoral Care
Health and Safety
Planned
timings
Beginning
the lesson
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting Pictures
students know what to anticipate from the lesson.
Lead-in.
Ask students to describe at the topic of the lesson
and give short information about it.
PARTICIPLE
Presentation
Exercises 1- 2 page 88.
In pairs, students discuss the questions. Elicit
different answers. Speak about advantages and
disadvantages of shopping online.
Shopping online
Advantages
Disadvantages
A table
Go through the task together and check that
students know about participle clauses.
Main
Activities
Resources
Participle clauses are ways of linking ideas
together to make more complex sentences.
Participle clauses use a present or past participle in
a clause instead of a typical subject + verb form.
There are different kinds of participle clauses for
different situations. So, participle clauses are a way
of linking two smaller clauses together in a
complex sentence. They usually start with an ‘ing’
but not always. Being a man, I shave every day.
Here, ‘being a man’ means, ‘because I am a man’.
Did you notice the change of verb?
Because I am a man. Am becomes being and
moves to the beginning of the sentence.
Did you get it? Good.
Let’s look at a second example.
Being young, I made a lot of mistakes.
I said I was sorry. Some people are so unforgiving.
Here, ‘being young’ means, ‘because I was young.’
Did you notice the difference?
Being a man – because I am a man.
Being young – because I was young.
The participle clause doesn’t change its form even
though the meaning is in a different tense.
Perfect participle (Having + past participle)
This form indicates that the action described in the
Handouts with task
participle clause happened before the action of the
main clause. The meaning can be past, past perfect
or present perfect. The time is indicated by the
form of the main verb. The participle clause
doesn't change.
Having tried the coffee, I don't recommend it.
Because I tried/have tried the coffee, I don't
recommend it.
Exercise 3 – 4 p.88
SB. P.88
Go through the Learn this! box together. Students
find examples of the structures in the text and do
the tasks.
Exercise 5
Go through the example together before students TB. P.47
rewrite the remaining sentences individually.
Check answers as a class.
Exercise 6 page 88.
Go through the task together. Allow students time
to think about using the correct form of a participle
but they don’t have to change the meaning of the
whole sentence. With a weaker class, brainstorm
the task together.
If students did exercise 6 individually, tell them to
compare notes with a partner. Monitor and help
with grammar and vocabulary where necessary.
Rewrite using Participle:
1. Sam left school early because he felt sick.
Feeling sick, Sam left school early.
2. The teacher was impressed by Daniel’s work, so Worksheets
she gave him the highest score.
Impressed by Daniel’s work, the teacher gave
him the highest score.
3. Because he didn't study hard enough for his
exam, Ryan couldn't pass it.
4. As I haven’t received all the applications yet, I
am not eager to hire anyone.
5. The golden ring, which was stolen weeks ago,
was found.
6. As I have an assignment to finish, I cannot come
with you.
7. When my sister heard the good news, she wanted
to cry.
Answers
1. Feeling sick, Sam left school early.
2. Impressed by Daniel’s work, the teacher gave
him the highest mark.
3. Not having studied hard enough for his exam,
Ryan couldn't pass it.
4. Not having received all the applications yet, I
am not eager to hire anyone.
5. Stolen weeks ago, the golden ring was found.
6. Having an assignment to finish, I cannot come
with you.
7. Hearing the good news, my sister wanted to
cry.
Giving the homework. WB p.87.
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can use
Participle clauses in speech and in a written form.
End
Feedback: Teacher asks Additional
students what
task was 33333333333332222
information
difficult
to
them
and
which
pair
worked
well.
1min
Differentiation –
Assessment –
How do you plan to give more
Critical thinking
support? How do you plan to How are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when Students
think
critically,
by task (selection of learning participating
developing,
in
reading, exploring,
materials and resources based on listening, speaking, and writing. evaluating and making choices
student strengths).
about their own and others’
Did each learner involved into
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic
not so confident speaking
organizers, sentence frames,
glossaries, thinking time. Small English; not interested in topic;
other).
group learning.
By outcome providing challenge,
variety and choice.
Short-term plan 96
Term 4.
Unit 9.
The Chemistry of Clothes
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Money idioms
Number absent:
11.C.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.C.3 - respect differing points of view;
11.L.2 - understand specific information in unsupported extended talk on a wide
Learning
objectives(s) that range of general and curricular topics, including talk on a growing range of
this
lesson
is unfamiliar topics;
11.S.7 - use appropriate subject-specific vocabulary and syntax to talk about a
contributing to
range of familiar and some unfamiliar general and curricular topics;
11. UE.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics.
All 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.
Most learners will be able to:
Lesson objectives
 Select, compile, and synthesize information for an oral presentation
 Provide a point of view in conversations and discussions; describe the
plot of the story using active vocabulary.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a presentation about the role of money in people’s life..
Value links
Manage to earn and spend money in a right way.
Cross curricular
Social science, Economics, History, Psychology.
links
Previous learning
Use of ICT
Participle clauses.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness
Accept diversity of other cultures.
Pastoral Care
Health and Safety
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases).
The teacher sets the lesson objectives, letting Pictures
students know what to anticipate from the lesson.
PPT
Lead-in.
Beginning
the lesson
Introduce the cover of Alexander Who Used to Be
Rich Last Sunday to students. Explain that this is a
story about a boy whose 'money is burning a hole
in his pocket.' Ask them if they know what that
means. Explain that it is an example of an idiom, or
a saying, that means something different than the
words in the saying mean. If no one knows the
answer, tell them that as they are reading, they
should try to figure out what it means when money
burns a hole in your pocket.
Read the story to students, pausing throughout the
story to discuss the following questions:
How does Alexander get a dollar?
What does Alexander's father and brothers
think he should do with his money?
What idiom, or saying, does Nicky use to try to
trick Alexander?
What does Alexander spend his money on?
What does Alexander try to do to get more
money?
Alexander’s two brothers have money in their
pockets. All he has are bus tokens. It isn’t fair. He
had money last Sunday when his grandparents gave
them each a dollar. Now it’s all gone. At first he
was saving the money for a walkie-talkie. But
saving money is hard. He bought gum with some of
the money, and when it stopped tasting good, he
had to buy more. Good-bye 15 cents. Then Eddie
offered to rent him his snake for an hour, and he
couldn’t pass up a chance like that. Betting his
brother that he could hold his breath while he
counted to 300 wasn’t a good idea, either. He’ll
never own that walkie-talkie! Judith Viorst has a
gift for getting inside a little boy’s head and making
sense of what goes on there. Paired with Johnny
https://youtu.be/dXNBUhYkRRI
https://www.amazon.com/AlexanderUsed-Rich-Last-Sundayebook/dp/B007OVCGL4
Heller’s acting talent, the result is a good chuckle,
laced with real compassion, for the child in
everyone.
How can you spend money? Can you save it?
Presentation
Exercise 1 p.89
Listen to 4 people talking about money. Match
CD. 3.16
the speakers with the statements:
Speaker 1
2
3
4
TB. P.47. Keys:
1B, 2E, 3A, 4D.
Write down money idioms while listening.
Ex.2 -3 p.89. Go through the tasks in pairs.
Give definitions of money idioms: to be broke, out
and down, dirt cheap, to roll in money, to be hard
up, a rip –off, comfortably off.
Main
Activities
Find idioms related to money. Ex.4
SB.p.89
Dictionaries.
Pay through the nose: to pay too much money for
something.
Cost an arm and a leg: to pay a lot of money for
something.
Bring home the bacon: to earn money for your
family to live on.
Cheapskate: a person who does not like to spend
money.
Make ends meet: to earn just enough money to be
able to buy the things you need.
Pour money down the drain: to waste money.
Tighten (someone’s) belt: to spend less money
Handouts with task
because there is less available.
Bread and butter: a person or company’s main
source of income.
Loaded: very rich.
Ex. 5 – 7 p.89 working with idioms.
Check answers as a class.
Giving the homework. WB p.88
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can speak
about money using idioms.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
difficult to them and which pair worked well.
1min
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when Students
think
critically,
by task (selection of learning participating
developing,
in
reading, exploring,
materials and resources based on listening, speaking, and writing. evaluating and making choices
student strengths).
about their own and others’
Did each learner involved into
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic
not so confident speaking
organizers, sentence frames,
glossaries, thinking time. Small English; not interested in topic;
other).
group learning.
By outcome providing challenge,
variety and choice.
TERM 4.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the ninth unit” The clothes of chemistry”.
Learning objectives
Assessment criteria
Level of thinking skills
11.R.5 - deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.W.5 - 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;
11.W.6 - write coherently at text level using a variety of connectors
on a wide range of familiar general and curricular topics;
11.W.9 - punctuate written work at text level on a wide range of
general and curricular topics with a good degree of accuracy;
11. UE.11 - use a wide variety of pre-verbal, post-verbal and endposition adverbs/adverbial phrases on a wide range of general and
curricular topics.
Form ideas effectively and demonstrate the ability to express them
clearly.
Find particular facts and parts in reading passage.
Interpret the information to identify the author’s attitude and opinion
Organize sentences, paragraphs and ideas logically using a variety of
linking devices and grammatically right sentences.
Evolve arguments, reasons, and evidence for a limited range of
written genres.
Application
Higher order thinking skills
20 minutes
Duration
I. Reading
Task 1. Read the text
A song from the famous English pop group the Beatles told us that money can't buy us love.
Many people also believe that money cannot buy happiness. In fact, there is an expression that
says money is the root of all evil. However, a new study from Cambridge University suggests
that money can buy you happiness. Researchers conducted a study on the spending habits of
customers in a bank. They compared what the bank customers bought with their personality. The
research team compared the personalities of 625 people with a list of how they spent their
money. The conclusion of the study was that what people buy can lead to happiness, but only if
they buy the right things.
One of the researchers believes the study may change the way people think about money and
happiness. He said it showed, "that spending can increase our happiness when it is spent on
goods and services that fit our personalities". He said Internet companies could use information
about people's happiness to recommend products and services that make people happier. Another
researcher said spending money could be more important in our lives than we thought. She said:
"Spending money on products that help us express who we are as individuals could turn out to be
as important to our well-being as finding the right job, the right neighbourhood or even the right
friends and partners."
1. TRUE / FALSE: Read the headline. Guess if a-h below are true (T) or false (F).
a. This news is about a song sung by the group the Beatles.
T/F
b. A study into happiness and money was done by Cambridge University.
T/F
c. Researchers said money made 625 people unhappy.
T/F
d.
e.
f.
g.
h.
Researchers said buying the right things can make people happy.
A researcher said the study would not change our ideas about money.
The researchers said the study would help Internet companies.
A researcher said spending money was not very important.
A researcher said spending money was as important as finding a job.
T/F
T/F
T/F
T/F
T/F
II. Writing
Task 2. Write a letter to the newspaper of 120 – 150 words. You may choose any theme you like:
1. Teens don’t know how to spend pocket money.
2. Teens and part – time job.
3. Rising crime at shops.
Use the following plan.
Paragraph A: Introduction
Paragraph B: Reporting views
Paragraph C: Summing up/ giving your opinion
Paragraph D: Recommending/ Suggesting.
Advice for writing a letter:
Whether you want to praise, criticize, vilify, or show off, make sure you're taken seriously by
using discipline and clarity in your editorial letter. Change the world one letter at a time.
Step 1: Identify subject
Identify the article or subject with which you want to take issue, including dates for reference
and fact checking. Include your address, phone number, and e-mail address in your letter's
header so that your piece has a chance of being published.
Tip
Don't alienate your readers by attacking anyone. This is a public dialogue.
Step 2: Read examples
Review newspaper editorial pages or online letters to pluck good ideas or emulate tone and style.
Decide if you are praising someone's actions, writing a complaint letter, or correcting bad
information.
Tip
Don't expect miracles. Be happy that you were able to spout your message unaltered for public
consumption.
Step 3: Keep it short
Write a brief, intelligent, and easy to understand composition of 150 words. Pick one specific
reason the topic deserves discussion.
Step 4: Be witty
Show your wit and be yourself, so that the reader is comfortable considering your argument.
Find original ways to get the point across with your own fresh perspective.
Step 5: Keep audience in mind
Write the letter only for this audience and publication rather than broadening your message for
wider consumption. Local appeal is a significant factor in getting it in the paper.
Step 6: Propose solution
Propose a respectful and rational resolution in the last paragraph. Invite the reader to support
your cause without sounding like a salesman.
Step 7: Wait
Wait before submitting another piece. Editors want their editorial letters to vary. If your letter is
not printed within a couple weeks, send it to another paper. Keep trying to get your voice
heard!
Short-term plan 98
Term 4.
Unit 9.
The Chemistry of Clothes
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Playing with our emotions
Number absent:
11.C.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.L.2 - 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;
Learning
objectives(s) that 11.S.2 - ask and respond with appropriate syntax and vocabulary to open-ended
this
lesson
is higher-order thinking questions on a range of general and curricular topics,
including some unfamiliar topics;
contributing to
11.R.5 - deduce meaning from context in extended texts on a wide range of
familiar and unfamiliar general and curricular topics;
11. W.6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics.
All learners will be able to:

Identify the theme, new words and use them as the basis for discussion.
Value links
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
 Provide a point of view in conversations and discussions; describe the
plot of the story using active vocabulary.
Some 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.
To obtain the abilities of having advertising techniques.
Cross
links
Social science, Economics, History, Psychology.
Lesson objectives
curricular
Previous learning
Use of ICT
Summative assessment for the ninth unit” The clothes of chemistry”.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness
Accept diversity of other cultures.
Pastoral Care
Health and Safety
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Ask students to describe the photos of Ex.1 p.90.
Give associations with a word - combination:”
advertising techniques?
Exercise 1 page 90.
In pairs, students discuss the questions. Elicit
different answers.
Exercise 2 page 90.
Go through the task together and check that
students know how people can advertise a product.
Listen to the text “Advertising as persuasion” and
write down the techniques.
Resources
Slide (useful phrases).
Pictures
PPT
Presentation
Video and images
Handouts with task
Exercises 3 - 4
Main
Activities
Go through the Reading Strategy together before SB. P.90
students read and work with the text. Elicit the
answers to the questions.
While reading the text, do the tasks connected with
active vocabulary: Ex. 5 -6.
Discuss the questions of Ex.6 together.
The class is divided into 5 groups: Prepare a short
advertisement of any thing/ article you have in
class. Be so convinced!
If students did exercise 7 individually, tell them to
compare notes with a partner.
Giving the homework. SB. Ex.7 p.90 w.
Ending the Ask students: What have you learned today? What
can you do now? And elicit answers: I can use
lesson
advertising techniques and I’m able to speak about
them.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
difficult to them and which pair worked well.
1min
Differentiation –
Assessment –
How do you plan to give more
How are you planning to Critical thinking
support? How do you plan to
check learners’ learning?
challenge the more able learners?
Differentiation can be achieved by task
(selection of learning materials and
resources based on student strengths).
By support. Less able learners will be
supported
through
step-by-step
instructions,
graphic
organizers,
sentence frames, glossaries, thinking
Observe
learners
when
participating
in
reading,
listening,
speaking,
and
writing. Did each learner
involved into work? If not,
why not? (e.g. didn’t
understand what to do; not so
Students think critically,
exploring,
developing,
evaluating and making
choices about their own
and others’ ideas
time. Small group learning.
By outcome providing
variety and choice.
confident speaking English;
challenge, not interested in topic; other).
Advertising as persuasion
(Listening Comprehension)
Advertisements want to persuade us to buy particular products. How do they do it?
Let’s imagine …You’re watching TV. It’s a hot evening: You feel thirsty. You see an advert
for a refreshing drink. You see people looking cool and relaxed. You notice the name of the
refreshing drink because you think it could be useful for you to satisfy your thirst.
Advertisers study how people learn so that they can ‘teach’ them to respond to their
advertising. They want us to be interested, to try something, and then to do it again. These are
the elements of learning: interest, experience and repetition. If an advert can achieve this, it is
successful. If an advert works well, the same technique can be used to advertise different things.
So, for example, in winter if the weather is cold and you see a family having a warming cup of
tea and feeling cosy, you may be interested and note the name of the tea … Here the same
technique is being used as with the cool, refreshing drink.
If advertisements are to be learned, there is a need for lots of repetition. But advertisers have
to be careful because too much repetition can result in consumer tiredness and the message may
fall on 'deal ears’.
Consumers learn to generalize from what they have learned. So advertisers sometimes copy a
highly successful idea that has been well learned by consumers. For example, the highly
successful ‘Weston Tea Country’ advertising for different tea has led to ‘DAEWOO Country’ for
automobile dealers and ‘Cadbury Country’ for chocolate bars.
Short-term plan 99
Term 4.
Unit 9.
The Chemistry of Clothes
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Term Assessment 4.
Number absent:
Short-term plan 100
Term 4.
Unit 9.
The Chemistry of Clothes
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
Photo comparison
Number absent:
11.C.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.C.3 - respect differing points of view;
11.L.2 - understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a growing range of
Learning
objectives(s) that unfamiliar topics;
this
lesson
is 11.S.2 - ask and respond with appropriate syntax and vocabulary to open-ended
higher-order thinking questions on a range of general and curricular topics,
contributing to
including some unfamiliar topics;
11. S.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics.
All 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.
Lesson objectives
Most learners will be able to:
 Create their own descriptions of two photos.
Some learners will be able to:
 Perform situations talking about two photos without support.
Value links
Manage to see the similarities and differences of photos.
Cross curricular
Art, Social science, Psychology.
links
Previous learning
Use of ICT
Term Assessment 4.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness
Accept diversity of other cultures.
Pastoral Care
Health and Safety
Planned
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
Resources
timings
The lesson greeting.
Beginning
the lesson
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Ask students to describe photos. Remind them to
speculate if they are not sure what is happening.
What are similarities and differences in photos?
Presentation
Exercise 1 page 92.
In pairs, students describe two pictures. Which
place will be better to buy a present for a friend?
Exercises 2 – 3 page 92.
Go through the Speaking Strategy together before CD. 3.18
students answer the questions and listen to the text.
TB.p.48
Elicit the answers to the questions.
Exercise 4 – 5 p.92
Go through the Speaking Strategy again; try to use
formulaic phrases in your speech. Students find CD.3.18
examples of the structures in the text and answer
the questions.
CD.3.18
Exercise 6 – 8 p.92
Go through the tasks together. Allow students time
to listen again and write down all phrases used in
the text. With a weaker class, do the task together.
If students did exercise 7 individually, tell them to
compare notes with a partner.
Main
Activities
In 1.5 minutes be ready to compare and contrast
the two photographs:
Give a brief description of the two photos
(action, location)
Say what the pictures have in common.
Say what in what way the pictures are different.
Say which of the activities presented in the
pictures you'd prefer.
Explain why.
Handouts with task
Ending the Giving the homework. WB p.90
lesson
Ask students: What have you learned today? What
can you do now? And elicit answers: I can compare
two pictures.
End
Feedback: Teacher asks Additional
students what
task was 33333333333332222
information
difficult to them and which pair worked well.
1min
Differentiation –
Assessment –
How do you plan to give more
Critical thinking
support? How do you plan to How are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when Students
think
critically,
by task (selection of learning participating
developing,
in
reading, exploring,
materials and resources based on listening, speaking, and writing. evaluating and making choices
student strengths).
about their own and others’
Did each learner involved into
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic
not so confident speaking
organizers, sentence frames,
glossaries, thinking time. Small English; not interested in topic;
other).
group learning.
By outcome providing challenge,
variety and choice.
Both of these pictures show people getting some help; the first one shows a football player who
seems to be injured and the second one is an Asian tourist getting help from a policeman.
(Similarities + differences) Although both situations involve someone helping a person, they are
very different. In the first one, the football player needs help because he’s had an injury and,
probably, he can’t walk properly. On the other hand, in the second picture, the tourist is probably
asking for directions because he might be lost. Also, the footballer is likely to be in pain, while
the tourist may only be a little nervous.
(Question) As for how important it is to help these people, I’d say it’s important in both
situations. However, I strongly believe that the footballer needs more help than the tourist, as his
situation is obviously more serious.
TIPS FOR DESCRIPTION PHOTOS:
Starting your comparison:
Both of these pictures show…
These two pictures show…
The two situations in these pictures are…
Talking about similarities
These two pictures/situations are similar because/in that…
In both pictures we can see…
One similarity between these two pictures/situations is that…
Another similarity might be that…
One thing that these two pictures/situations have in common is that…
One thing that these two pictures share is that…
The most obvious similarity is that…
These two pictures share the fact that…
Both pictures (…) in the same way.
Talking about differences
One of the most obvious differences (between these two pictures) is that…
Another difference is that…
Something that makes these two pictures different is…
What makes these two situations (so/completely) different is…
While the first picture …, the second one…
The first picture…. However, the second one…
The first picture… whereas the second one…
Although the first picture…., the second one…
On the one hand, the first picture shows…. On the other hand, the second one…
Introducing the answer to the question
As for + paraphrased question
As to + paraphrased question
In relation to the question…
In response to the question, I’d say that…
As regards the question…
Regarding the question of the task,
With regard to + paraphrased question
Short-term plan 101
Term 4.
Unit 9.
The Chemistry of Clothes
Date:
School №
Teacher’s name:
Grade 11
Number present:
Theme of the lesson:
A letter to a newspaper
Number absent:
11.C.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.S.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics;
11.R.7 - recognise patterns of development in lengthy texts [inter-paragraph
Learning
objectives(s) that level] on a range of more complex and abstract general and curricular topics;
this
lesson
is 11.W.6 - write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics;
contributing to
11.UE.2 - 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;
11. UE.11 - use a wide variety of pre-verbal, post-verbal and end-position
adverbs/adverbial phrases on a wide range of general and curricular topics.
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for writing a letter to a newspaper story using
correct grammar tenses, linking words and structure with a support.
Transfer information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for writing a story.
 Provide a point of view in conversations and discussions; speak about
Lesson objectives
being an editor receiving a letter to a newspaper.
 Demonstrate knowledge for writing a letter to a newspaper story using
correct grammar tenses, linking words and structure with a little support.
Some 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.
Value links
Manage to write a letter to a newspaper with a correct style.
Cross curricular
Social science, Art, Stylistics, Psychology.
links
Previous learning
Use of ICT
Photo comparison.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness
Accept diversity of other cultures.
Pastoral Care
Health and Safety
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Lead-in.
Ask students to look at the picture and define a
letter: formal or informal one.
Pictures
Beginning
the lesson
Main
Activities
PPT
Presentation
Exercise 1 page 93.
In pairs, students discuss the questions. Elicit
different answers.
Exercise 2 page 93.
Go through the task together and check that
students know what they have to include in their
letters to a newspaper.
Exercises 3 - 4 pages 93.
Go through the Writing Strategy together before
students read the letter. Elicit the answers to the
questions.
Students find examples of the structures in the text.
Video and images
Exercise 5 page 93.
Go through the letter and find the words used to
avoid repetitions. Check answers as a class.
Stated – claimed, increase – rise, true – undeniable,
reduced – cut, suggest – put forward.
Ex. 6 p.93 Read and discuss a letter. Mind Handouts with task
structures. Find linking words.
In pairs try to write introduction or the end of a
letter. Ex.7 p.93.
Before students start writing, remind them to
include an introduction and conclusion, and two
paragraphs of equal length for the main body.
Remind them to write a heading for the article too.
Monitor and help with grammar and vocabulary
where necessary.
Giving the homework. WB p.91.
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can write a
letter about solution to a problem.
End
Feedback: Teacher asks students what task was 33333333333332222
Additional
information
difficult to them and which pair worked well.
1min
Differentiation –
Assessment –
How do you plan to give more
Critical thinking
support? How do you plan to How are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when Students
think
critically,
by task (selection of learning participating
developing,
in
reading, exploring,
materials and resources based on listening, speaking, and writing. evaluating and making choices
student strengths).
about their own and others’
Did each learner involved into
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do;
by-step instructions, graphic
not so confident speaking
organizers, sentence frames,
glossaries, thinking time. Small English; not interested in topic;
other).
group learning.
By outcome providing challenge,
variety and choice.
In English there are a number of conventions that should be used when writing a formal or
business letter. Furthermore, you try to write as simply and as clearly as possible.
Addresses:
1) Your Address
The return address should be written in the top right-hand corner of the letter.
2) The Address of the person you are writing to
The inside address should be written on the left, starting below your address.
Date:
Different people put the date on different sides of the page. You can write this on the right or the
left on the line after the address you are writing to. Write the month as a word.
Salutation or greeting:
1) Dear Sir or Madam,
If you do not know the name of the person you are writing to, use this. It is always advisable to
try to find out a name.
2) Dear Mr Jenkins,
If you know the name, use the title (Mr, Mrs, Miss or Ms, Dr, etc.) and the surname only. If you
are writing to a woman and do not know if she uses Mrs or Miss, you can use Ms, which is for
married and single women.
Ending a letter:
1) Yours Faithfully
If you do not know the name of the person, end the letter this way.
2) Yours Sincerely
If you know the name of the person, end the letter this way.
3) Your signature
Sign your name, then print it underneath the signature. If you think the person you are writing to
might not know whether you are male or female, put you title in brackets after your name.
Short-term plan 102
Term 4.
Unit 9.
The Chemistry of Clothes
Date:
School №
Teacher’s name:
Grade 11
Number present:
Number absent:
Theme of the lesson:
Researching an issue related to the industry
11.C.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.C.3 - respect differing points of view;
Learning
11.L.2 - understand specific information in unsupported extended talk on a wide
objectives(s) that range of general and curricular topics, including talk on a growing range of
this
lesson
is unfamiliar topics;
contributing to
11. S.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and curricular
topics.
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Transfer information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
Lesson objectives
 Provide a point of view in conversations and discussions; speak about
researching an issue related to the industry and malls.
Some learners will be able to:
 Select, compile, and synthesize information for an oral presentation
 Provide a point of view in conversations and discussions; describe the
plot of the story using active vocabulary.
Value links
The ability of making a researching of an issue related to the industry.
Cross curricular
Science, Technology, Art, IT.
links
Previous learning
Use of ICT
A letter to a newspaper.
Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness
Accept diversity of other cultures.
Pastoral Care
Health and Safety
Planned
Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work.
Promote a sense of self-esteem and self-respect and respect for others among all
the learners.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned activities
Resources
timings
Beginning
the lesson
The lesson greeting. The teacher sets the lesson Slide (useful phrases).
objectives, letting students know what to anticipate Pictures
from the lesson.
Lead-in.
Ask students to take a few moments to look at the
labels on their clothing. Where was their clothing
made? (You can also assign this question for PPT
homework the night before so students don’t have
to find tags in awkward places.) Write the names of
the countries on the board, and keep track of how
many times a country is named.
Ask students if they have heard about the recent Presentation
tragedies that have taken place in garment factories
in Bangladesh. After they share what they know,
make sure that students are aware that a factory
building collapse in Bangladesh in late April
caused the deaths of more than 1,100 people, in
one of the worst manufacturing disasters in history.
And in November, a fire in a Bangladeshi garment
factory killed 112 people.
Watch this brief video “Divided Over Bangladesh”
about how two different clothing companies are
responding to the recent building collapse in B Video and images
Questions | For discussion and reading
comprehension:
What responsibility do Western companies have to
ensure the health and safety of the workers who
manufacture the clothing they sell?
Main
Activities
Which response is better: the Walt Disney
Company’s decision to stop manufacturing in
Bangladesh or Loblaw’s decision to stay in
Bangladesh and push for tougher safety standards?
Why?
Do we as consumers have any responsibility for
the workers in other countries that make our
clothing? If yes, how do we exercise that
responsibility? What should or can we do?
Bangladesh.
Working in pairs or small groups, students will
research worker safety and rights, along with the
history of the garment industry, before deciding on Handouts with task
the best course of action. Then, students will write
their company’s proposal, identifying the problems
in the garment industry and recommending
solutions.
Reading Activity: Discuss the text from a WB. P.89
workbook” The history of the shopping mall”.
Ex. 1 – 3 p.89 should be done together in class.
Images.
Giving the homework: Review.
Ending the Ask students: What have you learned today? What
lesson
can you do now? And elicit answers: I can speak
about big shopping malls.
End
Feedback: Teacher asks Additional
students what
task was 33333333333332222
information
difficult
to
them
and
which
pair
worked
well.
1min
Differentiation –
How do you plan to give more Assessment –
support? How do you plan to How are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when Students
think
critically,
by task (selection of learning participating
in
reading, exploring,
developing,
materials and resources based on listening, speaking, and writing. evaluating and making choices
student strengths).
Did each learner involved into about their own and others’
By support. Less able learners work? If not, why not? (e.g. ideas
will be supported through step- didn’t understand what to do; not
by-step instructions, graphic so confident speaking English;
organizers, sentence frames, not interested in topic; other).
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.