Sample lesson plans

Virginia Evans – Jenny Dooley – Bob Obee

Translations by: Natalya Mukhamedjianova

Sample lesson plans

Уважаемые учителя английского языка, работающие по УМК

обновленного содержания образования по английскому языку международного издательства «Express Publishing».

Данные поурочные планы несут рекомендательный характер. В данном пособии предлагается несколько вариантов составления

данных планов. В зависимости от уровня учащихся, требований администрации вашей школы и по пожеланию учителя поурочные планы подлежат корректировке самим учителем, преподающим в данной параллели.

С уважением, методисты международного образовательного центра «EDU Strеam».

grade 8:

Unit Strands Learning objectives Term 1 1 Our World

Content

8.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers; 8.1.3.1 - respect differing points of view; 8.1.4.1 - evaluate and respond constructively to feedback from others; 8.1.5.1 - use feedback to set personal learning objectives; 8.1.7.1 - develop and sustain a consistent argument when speaking or writing; 8.1.8.1 - develop intercultural awareness through reading and discussion; 8.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

Listening

8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.2.3.1 - understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres;

Speaking

8.3.1.1 - use formal and informal registers in their talk on a growing range of general and curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Reading

8.4.1.1 - understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.8.1 - use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding

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Writing 8.5.1.1 - plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics; 8.5.2.1 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.4.1 - use with some support style and register appropriate to a variety of written genres on general and curricular topics; 8.5.7.1 - use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.5.8.1 - spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics

Use of English

8.6.5.1 - use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics; 8.6.9.1 - use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics; 8.6.15.1 - use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics; 8.6.16.1 - use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a... that in giving explanations on a range of familiar general and curricular topics

2 Daily Life and Shopping

Content

8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.1.3.1 - respect differing points of view; 8.1.4.1 - evaluate and respond constructively to feedback from others; 8.1.5.1 - use feedback to set personal learning objectives; 8.1.8.1 - develop intercultural awareness through reading and discussion

Listening

8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.3.1 - understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres

Speaking

8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.6.1 - link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class

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exchanges; 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics; 8.3.8.1- recount some extended stories and events on a range of general and curricular topics

Reading

8.4.2.1- understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1- understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts; 8.4.4.1- read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.6.1- recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts

Writing 8.5.1.1- plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics; 8.5.2.1- write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.5.3.1- write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.6.1- link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics; 8.5.9.1- punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy

Use of English

8.6.10.1- use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics; 8.6.11.1- use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics; 8.6.12.1- use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs; use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics; 8.6.15.1- use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics; 8.6.16.1- use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations on a range of familiar general and curricular topics

Term 2 3 Entertainment and Media

Content

8.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.1.3.1- respect differing points of view;

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8.1.4.1 - evaluate and respond constructively to feedback from others; 8.1.8.1 - develop intercultural awareness through reading and discussion; 8.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

Listening

8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics; 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics

Speaking

8.3.1.1 - use formal and informal registers in their talk on a growing range of general and curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.6.1 - link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Reading 8.4.1.1 - understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.8.1 - use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding

Writing

8.5.1.1 - plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.4.1 - use with some support style and register appropriate to a variety of written genres on general and curricular topics; 8.5.5.1 - develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics;

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8.5.6.1 - link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics; 8.5.7.1 - use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.5.8.1 - spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics

Use of English

8.6.1.1 - use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics; 8.6.2.1 - use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics; 8.6.3.1 - use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics; 8.6.5.1 - use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics; 8.6.7.1 - use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics; 8.6.1.13 - use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics; 8.6.1.14 - use some prepositions before nouns and adjectives; use prepositions as, like to indicate manner; use dependent prepositions following adjectives on a range of familiar general and curricular topics; 8.6.15.1 - use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics; 8.6.17.1 - use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics

4 Sport, Health and Exercise

Content 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.1.3.1 - respect differing points of view; 8.1.7.1 - develop and sustain a consistent argument when speaking or writing

Listening

8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular

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topics; 8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics

Speaking

8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.6.1 - link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Reading

8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1 - understand the detail of an argument on a growing range of familiar general and curricular topics; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts

Writing 8.5.1.1 - plan, write, edit and proofread work at text level with little support on a range of general and curricular topics; 8.5.2.1 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.5.1 - develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics; 8.5.6.1 - link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

Use of English

8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.6.1.10 - use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics; 8.6.12.1 - use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs; use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics; 8.6.13.1 - use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics; 8.6.15.1 - use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics;

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8.6.17.1 - use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics

Term 3 5 Reading for Pleasure

Content

8.1.3.1 - respect differing points of view; c 8.1.8.1 - develop intercultural awareness through reading and discussion

Listening

8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics

Speaking

8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics

Reading

8.4.1.1 - understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1 - understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts; 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres; 8.4.9.1 - recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects

Writing 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.5.1 - develop with support coherent arguments supported when necessary by examples and reasons for a growing range of

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written genres in familiar general and curricular topics; 8.5.6.1 - link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

Use of English

8.5.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.5.9.1 - use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics; 8.5.1.11 - use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics; 8.5.12.1 - use comparative degree adverb structures not as quickly as / far less quickly with regular and irregular adverbs; use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics; 8.5.14.1 - use some prepositions before nouns and adjectives; use prepositions as, like to indicate manner; use dependent prepositions following adjectives on a range of familiar general and curricular topics; 8.5.16.1 - use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a...that in giving explanations on a range of familiar general and curricular topics

6 The Natural World

Content

8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers; 8.1.3.1 - respect differing points of view; 8.1.7.1 - develop and sustain a consistent argument when speaking or writing; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

Listening 8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.2.8.1 - understand extended narratives on a wide range of general and curricular topics

Speaking 8.3.1.1 - use formal and informal registers in their talk on a growing range of general and curricular topics; 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics;

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8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics

Reading

8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres; 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding

Writing 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.5.1 - develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics; 8.5.6.1 - link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics; 8.5.7.1 - use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.5.8.1 - spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics; 8.5.9.1 - punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy

Use of English

8.6.1.1 - use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics; 8.6.3.1 - use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics; 8.6.4.1 - use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and curricular topics; 8.6.6.1 - use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics; 8.6.7.1 - use a variety of simple perfect forms to express recent,

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indefinite and unfinished past on a range of familiar general and curricular topics

7 Travel and Transport

Content

8.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers; 8.1.3.1 - respect differing points of view; 8.1.5.1 - use feedback to set personal learning objectives; 8.1.7.1 - develop and sustain a consistent argument when speaking or writing; 8.1.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

Listening

8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.2.8.1 - understand extended narratives on a wide range of general and curricular topics

Speaking

8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Reading 8.4.1.1 - understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.8.1 - use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding

Writing 8.5.1.1 - plan, write, edit and proofread work at text level with little - support on a growing range of general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.4.1 - use with some support style and register appropriate to a variety of written genres on general and curricular topics; 8.5.6.1 - link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics; 8.5.8.1 - spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics;

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

Use of English

8.6.5.1 - use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics; 8.6.7.1 - use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics; 8.6.9.1 - use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics; 8.6.13.1 - use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics; 8.6.14.1 - use some prepositions before nouns and adjectives; use prepositions as, like to indicate manner; use dependent prepositions following adjectives on a range of familiar general and curricular topics

Term 4 8 c Content

8.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers; 8.1.3.1 - respect differing points of view; 8.1.4.1 - evaluate and respond constructively to feedback from others; 8.1.5.1 - use feedback to set personal learning objectives; 8.1.8.1 - develop intercultural awareness through reading and discussion; 8.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

Listening

8.2.3.1 - understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics; 8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics; 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics

Speaking 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.6.1 - link comments with some flexibility to what others say

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at sentence and discourse level in pair, group and whole class exchanges; 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics

Reading

8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1 - understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts; 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres

Writing 8.5.1.1 - plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics; 8.5.2.1 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.4.1 - use with some support style and register appropriate to a variety of written genres on general and curricular topics

Use of English

8.5.2.1 - use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics; 8.6.3.1 - use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics; 8.6.4.1 - use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and curricular topics; 8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.6.9.1 - use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics;

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8.6.10.1 - use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics; 8.6.13.1 - use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics; 8.6.15.1 - use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics

9 The World of Work

Content

8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.1.3.1 respect differing points of view; 8.1.6.1 - organise and present information clearly to others; 8.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

Listening

8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.2.8.1 - understand extended narratives on a wide range of general and curricular topics

Speaking 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.6.1 - link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics

Reading

8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.9.1 - recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects

13

Writing 8.5.2.1 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.5.3.2 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

Use of English

8.6.5.1 - use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics; 8.6.6.1 - use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics; 8.6.7.1 - use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics; 8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.6.10.1 - use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics; 8.6.11.1 - use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics 8.6.13.1 - use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics; 8.6.17.1 - use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics

14

8 кл

асс

Mid

-hig

h A

2 M

id-h

igh

A2

Mid

-hig

h A

2 M

id-h

igh

A2

Mid

-hig

h A

2 M

id-h

igh

A2

8.C

1 us

e sp

eaki

ng

and

liste

ning

ski

lls to

so

lve

prob

lem

s cr

eativ

ely

and

coop

erat

ivel

y in

gr

oups

8.L

1 un

ders

tand

with

lit

tle o

r no

supp

ort t

he

mai

n po

ints

in

exte

nded

ta

lk

on

a w

ide

rang

e of

gen

eral

an

d cu

rric

ular

topi

cs

8.S1

us

e fo

rmal

an

d in

form

al

regi

ster

s in

thei

r ta

lk o

n a

limite

d ra

nge

of

gene

ral

and

curr

icul

ar to

pics

8.R

1 un

ders

tand

th

e m

ain

poin

ts i

n te

xts

on a

lim

ited r

ange

of u

nfam

iliar

ge

nera

l an

d cu

rric

ular

to

pics

, inc

lud i

ng

so

me

exte

nded

text

s

8.W

1 pl

an, w

rite,

ed

it an

d pr

oofr

ead

wor

k at

text

leve

l w

ith so

me

supp

ort

on a

rang

e of

ge

nera

l and

cu

rric

ular

topi

cs

8.U

E1

use

som

e ab

stra

ct

noun

s and

com

plex

nou

n ph

rase

s on

a ra

nge

of

fam

iliar

gen

eral

and

cu

rric

ular

topi

cs

8.C

2 us

e sp

eaki

ng

and

liste

ning

ski

lls to

pr

ovid

e

sens

itive

fe

edba

ck to

pee

rs

8.L

2 un

ders

tand

with

lit

tle

or

no

supp

ort

mos

t sp

ecifi

c in

form

atio

n

in

ex

tend

ed

talk

on

a

wid

e ra

nge

of g

ener

al

and

curr

icul

ar to

pics

8.S2

as

k m

ore

com

plex

que

stio

ns

to g

et in

form

atio

n ab

out a

ran

ge o

f ge

nera

l top

ics

and

som

e cu

rric

ular

topi

cs

8.R

2 un

ders

tand

sp

ecifi

c

info

rmat

ion

and

deta

il in

tex

ts o

n a

grow

ing

rang

e

of fa

mili

ar

ge

nera

l a

nd

curr

icul

ar

topi

cs, i

nclu

d ing

som

e ex

tend

ed te

xts

of

fam

iliar

gene

ral

and

cu

rric

ular

to

pics

, inc

ludi

ng

so

me

exte

nded

text

s

8.W

2 w

rite

with

m

inim

al su

ppor

t ab

out r

eal a

nd

imag

inar

y pa

st

even

ts, a

ctiv

ities

an

d ex

perie

nces

on

a g

row

ing

rang

e of

fam

iliar

gen

eral

to

pics

and

som

e cu

rric

ular

top

ics

8.U

E2

use

a gr

owin

g va

riety

of q

uant

ifier

s for

co

unta

ble

and

unco

unta

ble

noun

s inc

ludi

ng se

vera

l, pl

enty

, a la

rge/

smal

l nu

mbe

r/am

ount

on

a ra

nge

of fa

mili

ar g

ener

al a

nd

curr

icul

ar to

pics

8.C

3 re

spec

t di

ffer

ing

poin

ts

of

view

8.L

3 un

ders

tand

with

lit

tle

or

no

supp

ort

mos

t of

the

det

ail

of

an

argu

men

t in

ex

tend

ed

talk

on

a

wid

e ra

nge

of g

ener

al

and

curr

icul

ar to

pics

8.S3

giv

e an

opi

nion

at

dis

cour

se

leve

l on

a

rang

e of

ge

nera

l an

d cu

rric

ular

topi

cs

8.R

3 un

ders

tand

the

deta

il of

an

ar

gum

ent o

n a

grow

ing

rang

e of

fa

mili

ar

gene

ral

an

d cu

rric

ular

to

pics

, inc

ludi

ng

so

me

exte

nded

text

s

8.W

3 w

rite

with

m

oder

ate

gram

mat

ical

ac

cura

cy o

n a

limite

d ra

nge

of

fam

iliar

gen

eral

an

d cu

rric

ular

to

pics

8.U

E3

use

a gr

owin

g va

riety

of c

ompo

und

adje

ctiv

es a

nd a

djec

tives

as

par

ticip

les a

nd so

me

com

para

tive

stru

ctur

es

incl

udin

g no

t as…

as, m

uch

…th

an

to in

dica

te d

egre

e on

a ra

nge

of fa

mili

ar

gene

ral a

nd c

urric

ular

15

topi

cs

8.C

4 ev

alua

te

and

resp

ond

cons

truct

ivel

y

to fe

edba

ck

from

oth

ers

8.L

4 un

ders

tand

with

lit

tle

or

no

supp

ort

mos

t of

th

e im

plie

d m

eani

ng i

n ex

tend

ed

talk

on

a w

ide

rang

e of

ge

nera

land

cu

rric

ular

topi

cs

8.S4

re

spon

d

with

som

e

fle

xibi

lity

a

t bot

h

sent

ence

and

disc

ours

e lev

el

to

w

ith so

me

flexi

bilit

y

at b

oth

se

nten

ce

an

d di

scou

rse l

evel

to w

ith so

me

flexi

bilit

y

at b

oth

se

nten

ce

an

d di

scou

rse

leve

l

to

w

ith so

me

flexi

bilit

y

at b

oth

se

nten

ce

an

d di

scou

rse

unex

pect

ed

com

men

ts o

n a

rang

e of

gen

eral

an

d cu

rric

ular

topi

cs

leve

l

to

8.R

4 re

ad

a gr

owin

g ra

nge o

f

exte

nded

fic

tion

and

non-

fictio

n te

xts

on

fam

iliar

an

d so

me

unfa

mili

ar g

ener

al

and

curr

icul

ar to

pics

8.W

4 us

e w

ith

som

e su

ppor

t sty

le

and

regi

ster

ap

prop

riate

to a

lim

ited

varie

ty o

f w

ritte

n ge

nres

on

gene

ral a

nd

curr

icul

ar to

pics

8.U

E4

use

an in

crea

sed

varie

ty o

f det

erm

iner

s in

clud

ing

all,

half,

bot

h [o

f] in

pre

-det

erm

iner

fu

nctio

n on

a ra

nge

of

fam

iliar

gen

eral

and

cu

rric

ular

topi

cs

8.C

5 us

e fe

edba

ck to

se

t pe

rson

al l

earn

ing

obje

ctiv

es

8.L

5 re

cogn

ise

th

e op

inio

n

of

the

spea

ker(

s)

with

lit

tle

or

no

su

ppor

t i

n ex

tend

ed

talk

on

a

wid

e ra

nge

of g

ener

al

and

curr

icul

ar to

pics

8.S5

in

tera

ct

with

pee

rs

to

ne

gotia

te,

agre

e

and

orga

nise

pri

oriti

es

and

plan

s for

co

mpl

etin

g cl

assr

oom

task

s w

ith p

eers

t

o

nego

tiate

, ag

ree

a

nd

8.R

5 de

duce

m

eani

ng fr

om

cont

ext

in

shor

t te

xts

and

som

e ex

tend

ed

text

s on

a

grow

ing

rang

e

of

fam

iliar

g

ener

al

an

d cu

rric

ular

topi

cs

8.W

5 de

velo

p w

ith

supp

ort c

oher

ent

argu

men

ts

supp

orte

d w

hen

nece

ssar

y by

exa

mpl

es a

nd

reas

ons f

or a

gr

owin

g ra

nge

of

writ

ten

genr

es in

fa

mili

ar

8.U

E5

use

ques

tions

w

hich

incl

ude

a va

riety

of

diff

eren

t ten

se a

nd m

odal

fo

rms o

n a

rang

e of

fa

mili

ar g

ener

al a

nd

curr

icul

ar to

pics

16

orga

nise

pri

oriti

es

and

plan

s for

co

mpl

etin

g cl

assr

oom

task

s

with

pee

rs

to

ne

gotia

te,

agre

e

and

orga

nise

prio

ritie

s an

d pl

ans

for

com

plet

ing

clas

sroo

m ta

sks

gene

ral a

nd

curr

icul

ar to

pics

8.C

6 or

gani

se

and

pres

ent

info

rmat

ion

clea

rly to

oth

ers

8.L

6 de

duce

mea

ning

fr

om

cont

ext

w

ith li

ttle

or n

o su

ppor

t in

ext

ende

d ta

lk

on

a w

ide

rang

e of

gen

eral

and

cu

rric

ular

topi

cs

8.L

7 be

gin

to

reco

gnis

e ty

pica

l fe

atur

es

at

w

ord,

se

nten

ce

and

t

ext

leve

l of

a

limite

d ra

nge

of

sp

oken

ge

nres

8.S6

lin

k co

mm

ents

with

so

me

flexi

bilit

y to

w

hat

othe

rs s

ay a

t se

nten

ce a

nd

disc

ours

e le

vel

in

pair,

gr

oup

and

who

le c

lass

ex

chan

ges

8.R

6 re

cogn

ise

th

e at

titud

e or

op

inio

n of

the

writ

er

on a

gro

win

g ra

nge

of

unfa

mili

ar

gene

ral

and

curr

icul

ar to

pics

, in

clud

ing

som

e ex

tend

ed te

xt

8.W

6 lin

k,

inde

pend

ently

, se

nten

ces i

nto

cohe

rent

pa

ragr

aphs

usi

ng a

va

riety

of b

asic

co

nnec

tors

on

a ra

nge

of fa

mili

ar

gene

ral t

opic

s and

so

me

curr

icul

ar

topi

cs

8.U

E6

use

a va

riety

of

pron

ouns

incl

udin

g in

defin

ite p

rono

uns

anyb

ody,

any

one,

any

thin

g an

d qu

antit

ativ

e pr

onou

ns

ever

yone

, eve

ryth

ing,

no

ne, m

ore,

less

, a f

ew o

n a

rang

e of

fam

iliar

gen

eral

an

d cu

rric

ular

topi

cs

8.C

7 de

velo

p

and

sust

ain

a co

nsis

tent

arg

umen

t

whe

n sp

eaki

ng o

r w

ritin

g

8.L

8 un

ders

tand

ex

tend

ed

na

rrat

ives

on

a

rang

e of

gen

eral

an

d cu

rric

ular

topi

cs

8.S7

us

e ap

prop

riate

subj

ect-

spec

ific

voca

bula

ry

and

synt

ax to

tal

k

abou

t a

grow

ing

rang

e

8.R

7 re

cogn

ise

typi

cal f

eatu

res

at

w

ord,

se

nten

ce a

nd t

ext

leve

l in

a ra

nge

of

writ

ten

genr

es

8.W

7 us

e w

ith

min

imal

supp

ort

appr

opria

te la

yout

at

text

leve

l for

a

grow

ing

rang

e of

w

ritte

n ge

nres

on

8.U

E7

use

a va

riety

of

sim

ple

perf

ect f

orm

s to

expr

ess r

ecen

t, in

defin

ite

and

unfin

ishe

d pa

st o

n a

rang

e of

fam

iliar

gen

eral

an

d cu

rric

ular

topi

cs

17

of g

ener

al

to

pics

, an

d so

me

curr

icul

ar

topi

cs

fam

iliar

gen

eral

an

d cu

rric

ular

to

pics

8.

C8

deve

lop

inte

rcul

tura

l aw

aren

ess

th

roug

h re

adin

g

and

disc

ussi

on

8

.S8

reco

unt

so

me

exte

nded

st

orie

s an

d ev

ents

on

a gr

owin

g ra

nge

of

gene

ral

and

curr

icul

ar to

pics

8.R

8 us

e fa

mili

ar

and

som

e un

fam

iliar

pa

per a

nd

digi

tal

re

fere

nce

reso

urce

s

to

ch

eck

mea

ning

an

d

exte

nd

unde

rsta

ndin

g

8.W

8 sp

ell m

ost

high

-fre

quen

cy

voca

bula

ry

accu

rate

ly fo

r a

grow

ing

rang

e of

fa

mili

ar g

ener

al

and

curr

icul

ar

topi

cs

8.U

E8

use

a gr

owin

g va

riety

of f

utur

e fo

rms

incl

udin

g pr

esen

t co

ntin

uous

and

pre

sent

si

mpl

e w

ith fu

ture

m

eani

ng o

n a

rang

e of

fa

mili

ar g

ener

al a

nd

curr

icul

ar to

pics

8.

C9

use

imag

inat

ion

to e

xpre

ss t

houg

hts,

idea

s, ex

perie

nces

an

d fe

elin

gs

8.R

9 be

gin

to

reco

gnis

e in

cons

iste

ncie

s

in a

rgum

ent

in

shor

t te

xts o

n a

limite

d ra

nge

of

gene

ral

and

curr

icul

ar su

bjec

ts

8.W

9 pu

nctu

ate

writ

ten

wor

k at

text

le

vel o

n a

grow

ing

rang

e of

fam

iliar

ge

nera

l and

cu

rric

ular

topi

cs

with

gro

win

g ac

cura

cy

8.U

E9

use

appr

opria

tely

a

varie

ty o

f act

ive

and

pass

ive

sim

ple

pres

ent

and

past

for

ms a

nd p

ast

perf

ect s

impl

e fo

rms i

n na

rrat

ive

and

repo

rted

spee

ch o

n a

rang

e of

fa

mili

ar g

ener

al a

nd

curr

icul

ar to

pics

8.

C10

us

e ta

lk

or

writ

ing

as a

mea

ns o

f re

flect

ing

on

and

expl

orin

g a

rang

e of

pe

rspe

ctiv

es

on

the

wor

ld

8.U

E10

use

pre

sent

co

ntin

uous

form

s for

pr

esen

t and

futu

re

mea

ning

and

pas

t co

ntin

uous

, inc

ludi

ng

som

e pa

ssiv

e fo

rms,

on a

ra

nge

of fa

mili

ar g

ener

al

and

curr

icul

ar to

pics

8.U

E11

us

e

som

e re

porte

d

sp

eech

form

s fo

r st

atem

ents

, que

stio

ns

and

com

man

ds:

say,

ask

, te

ll

i

nclu

ding

18

repo

rted

requ

ests

on

a ra

nge

o

f

fam

iliar

ge

nera

l and

cur

ricul

ar

topi

cs

8.

UE

12

use

co

mpa

rativ

e

de

gree

adve

rb s

truct

ures

no

t as

quic

kly

as

/ fa

r le

ss

quic

kly w

ith re

gula

r an

d irr

egul

ar a

dver

bs.

U

se

an

in

crea

sed

varie

ty

of p

re-

verb

al,

pos

t-ver

bal

and

end-

posi

tion

adve

rbs

on a

rang

e

of

fam

iliar

gen

eral

and

cu

rric

ular

topi

cs

8.

UE

13 u

se a

gro

win

g va

riety

of m

odal

form

s for

di

ffer

ent f

unct

ions

: ob

ligat

ion,

nec

essi

ty,

poss

ibili

ty, p

erm

issi

on,

requ

ests

, sug

gest

ions

, pr

ohib

ition

on

a ra

nge

of

fam

iliar

gen

eral

and

cu

rric

ular

topi

cs

8.

UE

14

use

a so

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20

Module 1 Our world LESSON: Module 1 Lesson 1 Our World Vovabulary

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that this lesson is contributing to

C10 - 8.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world S7 - 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives All learners will be able to: use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Assessment criteria

Learners have met the learning objective (C10/S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

Value links Solutions to global issues, natural disasters and global citizenships

Cross - curricular links

Global issues

ICT skills Using videos& pictures, working with URLs

Previous learning Natural disasters

Plan

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

Excel Resources

BEGINNING THE LESSON

What’s in this module? – to read the title of the module Our World and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module

PRESENTATION AND PRACTICE C10 S7

To present global issues. To direct Ss to the pictures. Discuss the words and phrases. If necessary, use a dictionary. Play the recording. Ss listen and repeat chorally and/or individually. (Ex. 1, p.5) To talk about solutions to global issues. Read the ideas in the list and elicit/explain any unknown words. Invite one of the students to read out the example. Ask various Ss to suggest solutions to the global issues using the ideas in the list as well as ideas of their own. (Ex. 2, p.5)

Pictures, p.5. Dictionary. Recording.

ENDING THE LESSON

(An activity to consolidate the language of the lesson.) Ask the pupils to describe any of global issues with the solution in their region.

21

Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links Health and safety check ICT links Values links

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

22

Module 1 Our world LESSON: Module 1 Lesson 2 Vocabulary 1a

School:

Date: Teacher name:



8.1.9.1 – C9 use imagination to express thoughts, ideas, experiences and feelings 8.1.8.1 – C8 develop intercultural awareness through reading and discussion 8.4.2.1 – R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts of familiar general and curricular topics, including some extended texts 8.4.8.1 – R8 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 8.3.3.1 – S3 give an opinion at discourse level on a range of general and curricular topics 8.5.8.1 – W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 8.6.15.1 – UE15 use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 8.3.1.1 – S1 use formal and informal registers in their talk on a limited range of general and curricular topics 8.3.7.1 – S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

Lesson objectives All learners will be able to: listen and read for gist and for specific information Most learners will be able to: listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases Some learners will be able to: listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on our steppe

Assessment criteria Learners have met the learning objective if they can: speak about animals and their habitats, the steppe



Global issues


Previous learning Our world: global issues.

Plan

23


Excel Resources

BEGINNING THE LESSON 8.1.9.1 – C9

To introduce the topic Ask Ss to look at the pictures and then imagine they are there on the steppe. Ask various Ss to describe to the class what they can see and feel using their imagination.

Ex. 1, p.6 (SB) Suggested Answer Key I can see the big blue sky above me and the wide, open grassland of the steppe in front of me. I feel alone.

PRESENTATION AND PRACTICE 8.1.8.1 – C8 8.4.2.1 – R2 8.4.8.1 – R8 8.3.3.1 – S3 8.5.8.1 – W8

To listen and read for gist Ask Ss to read the title and elicit Ss’ guesses as to why the steppe is important to the Kazakh people according to the author. Play the recording. Ss listen and follow the text and find out. Refer Ss to the Word List to look up the words in the Check these words box. Play the video for Ss and elicit their comments. To read for specific information Explain the task. Allow Ss time to read the statements and then read the text again and complete the task. Check Ss’ answers. To consolidate new vocabulary Allow Ss time to look up the meanings of the words in bold in the text in their dictionaries or in an online dictionary. Elicit definitions from Ss around the class. To consolidate information in a text and give an opinion Ss discuss in pairs what they found interesting in the text and compare opinions. Ask various pairs to report back to the class.

Ex. 2, p.6 (SB) Recording Answer Key The steppe is important because it is a treasure of natural resources and provides everything for Kazakhstan’s cities. Video. Ex. 3, p.6 (SB) Answer Key 1 F 3 T 5 DS 7 F 2 T 4 F 6 T 8 DS Ex. 4, p.7 (SB) Answer Key harsh (adj): severe, difficult drop (v): to fall suddenly habitat (n): the place where an animal/plants grows/lives endangered (adj): at risk pollution (n): the presence of sth which has harmful/ poisonous effects on the environment Ex.5, p.7(SB) Suggested Answer Key I was impressed that the steppe is one third of the country and that the temperatures are so extreme. I was also impressed that the Kazakh people are going to preserve the steppe for future generations.

ENDING THE LESSON

To prepare a poster Explain the task and ask Ss to work in small groups to look up information on the Internet or any other sources. Ss can use ideas from the text on p. 6. Ask various Ss to present their posters to the class.

Student’s Book: Language Review 1a Workbook: 1a

24






25

Module 1 Our world LESSON: Module 1 Lesson 3 Use of English 1b

School:

Date: Teacher name:



8.6.15.1 – UE15 use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 8.5.3.1 – W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.5.8.1 – W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics 8.6.16.1 – UE16 use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations on a range of familiar general and curricular topics

Lesson objectives All learners will be able to: Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form Most learners will be able to: Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result Some learners will be able to: Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.



Global issues



Plan


Excel Resources


to introduce the topic of the lesson

Teacher’s ideas

PRESENTATION AND PRACTICE 8.6.15.1 – UE15

To present the to-infinitive and the -ing forms Present the infinitive forms. Explain that the infinitive is the base form of all verbs. Explain that we can use it with or without the preposition to. Say then write on the board: I

Ex. 1, p.8 (SB) (Ss’ own answers)

26

want to play football. I can play football. Explain that we use to-infinitive to express purpose and after certain verbs such as would like, would prefer, would love, advise, agree, decide, claim, want, expect, continue, hope, offer, seem, promise, etc. Explain that we use to-infinitive after certain adjectives such as willing, eager, reluctant. Explain that we use the infinitive without to with modal verbs e.g. can, must, should, etc.

8.5.3.1 – W3 8.6.15.1 – UE15 8.6.15.1 – UE15 8.5.3.1 – W3 8.5.8.1 – W5

Present the -ing form. Explain that the -ing form is the verb form that ends in -ing. Say then write on the board: Swimming is fun. Explain that we can use the -ing form as a noun and as the subject of a sentence. Say then write on the board: I like running. Explain that we use the -ing form with the verbs like, love, enjoy, prefer as well as with the verbs avoid, admit, try, consider, imagine, regret, suggest, start, begin finish and stop. Ask Ss to read the table and say the examples in their language. To practise the to-infinitive and the -ing forms Explain the task and give Ss time to complete it. Then check Ss’ answers around the class. To present and practise tenses of the to-infinitive and the -ing form Ask Ss to study the table. Refer Ss to the Grammar Reference section for more information. Explain the task and read out the example and then give Ss time to rewrite the sentences using the verbs in brackets and then ask various Ss around the class to read them out to the class. To practise the to-infinitive and the - ing form using personal examples Explain the task and give Ss time to complete it Check Ss’ answers around the class.

Ex. 2, p.8 (SB) Answer Key 1 to organise, join 3 to protect, cutting 2 to help, donate 4 to reduce, walking Ex. 3, p. 8 (SB) Answer Key 2 Dilnaz enjoys working with children at the weekend. 3 She claims to have been volunteering all summer. 4 Air pollution tends to get worse each year. 5 He regrets having missed the neighbourhood clean-up day. 6 They appear to be planting trees in the park. Ex. 4, p.8 (SB) Suggested Answer Key 1 I avoid wasting things. 2 I stopped buying packaged fruit and vegetables. 3 I must recycle more. 4 I’ve always wanted to visit the Kazakh steppe. 5 I’d love to volunteer. 6 I enjoy walking in the countryside.

ENDING THE LESSON

A Grammar quiz. (Teacher’s ideas) Workbook: 1b & Use of English 1




27



28

Module 1 Our world LESSON: Module 1 Lesson 4 Use of English 1b

School:

Date: Teacher name:



8.6.15.1 – UE15 use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 8.5.3.1 – W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.5.8.1 – W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics 8.6.16.1 – UE16 use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations on a range of familiar general and curricular topics

Lesson objectives All learners will be able to: Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form Most learners will be able to: Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result Some learners will be able to: Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.



Global issues



Plan


Excel Resources


To revise the to-infinitive and the -ing forms Explain the task and give Ss time to complete it. Then check Ss’ answers around the class.

Teacher’s ideas

29

PRESENTATION AND PRACTICE 8.6.15.1 – UE15

To present and practise tenses of the to-infinitive and the -ing form Ask Ss to study the table. Refer Ss to the Grammar Reference section for more information. Explain the task and read out the example and then give Ss time to rewrite the sentences using the verbs in brackets and then ask various Ss around the class to read them out to the class.

Ex. 3, p. 8 (SB) Answer Key 2 Dilnaz enjoys working with children at the weekend. 3 She claims to have been volunteering all summer. 4 Air pollution tends to get worse each year. 5 He regrets having missed the neighbourhood clean-up day. 6 They appear to be planting trees in the park.

8.6.15.1 – UE15 8.6.15.1 – UE15 8.5.3.1 – W3 8.5.8.1 – W5 8.6.16.1 – UE16

To practise the to-infinitive and the - ing form using personal examples Explain the task and give Ss time to complete it Check Ss’ answers around the class. Practising word formation (nouns from verbs) Ask Ss to read the theory box and then explain the task. Give Ss time to complete the task and then check their answers. To present and practise clauses of reason Explain that clauses of reason are used to express the reason for an action i.e. why sb does sth. Explain that we use as/since/because/now (that)/ for to introduce a clause of reason. Ask Ss to study the theory box and then read the sentences and choose the correct items. Check Ss’ answers. To present and practise clauses of result Explain that clauses of result are used to express the result of an action. Explain that we use so/such (a/an) ... that to introduce a clause of result. Ask Ss to read the theory box and then complete the sentences. Elicit answers from Ss around the class

Ex. 4, p.8 (SB) Suggested Answer Key 1 I avoid wasting things. 2 I stopped buying packaged fruit and vegetables. 3 I must recycle more. 4 I’ve always wanted to visit the Kazakh steppe. 5 I’d love to volunteer. 6 I enjoy walking in the countryside. Ex. 5, p.8 (SB) Answer Key 1 pollution 2 destruction 3 conservation 4 explosion 5 reduction Ex. 6, p.9 (SB) Answer Key 1 because 2 for 3 As 4 now Ex. 7, p.9 (SB) Answer Key such a so such such a so such

30

ENDING THE LESSON







31

Module 1 Our world LESSON: Module 1 Lesson 5 Skills 1c

School:

Date: Teacher name:



8.4.4.1 – R4 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.4.2.1 – R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended text of familiar general and curricular topics, including some extended texts 8.6.15.1 – UE15 use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 8.3.6.1 – S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.6.5.1 – UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 8.2.3.1 – L3 understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics 8.5.4.1 – W4 use with some support style and register appropriate to a limited variety of written genres on general and curricular topics 8. 5.7.1 – W7 use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics.

Lesson objectives All learners will be able to: Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give Most learners will be able to: Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information Some learners will be able to: Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information, talk about the ASCE Foundation, write an email about the Dream Big film

Assessment criteria Learners have met the learning objective if they can: speak about natural disasters and write an email



Global issues


Previous learning Natural disasters and grammar

Plan

32


Excel Resources


To present natural disasters Ask Ss to look at the pictures. Play the recording. Ss listen and repeat chorally and/or individually. Elicit the L1 equivalent for each word.

Ex. 1, p.10 (SB) pictures (Ss’ own answers)

PRESENTATION AND PRACTICE 8.4.2.1 – R2 8.4.2.1 – R2 8.6.15.1 – UE15 8.3.6.1 – S6 8.6.5.1 – UE5 8.2.3.1 – L3 8.5.4.1 – W4 8. 5.7.1 – W7

To listen and read for gist Ask Ss to look at the picture and read the title of the text. Elicit Ss’ guesses as to what the text is about. Play the recording. Ss read the text and find out. Play the video for Ss and elicit their comments. To read for specific information Ask Ss to read the questions and answer choices 1-3. Give Ss time to read the text and complete the task. Check Ss’ answers around the class. Refer Ss to the Word List to look up the words in the Check these words box. To present and practise phrasal verbs with give Read out the box and explain the task. Give Ss time to complete the task. Check Ss’ answers. To consolidate information in a text Ask Ss to work in pairs and ask and answer questions following the example referring to the text as necessary. Monitor the activity around the class. To listen for specific information Explain the task and ask Ss to look at the form and think about what the missing information might be. Play the recording. Ss listen and complete the blanks 1-5. Check Ss’ answers. To write an email Explain the task. Tell Ss to make notes on each point and then use their notes to help them write their email. Allow time for Ss to complete their emails

Ex. 2, p.10 (SB) Answer Key The text is about a young girl who was inspired by an earthquake to become a civil engineer to help people and a film made by the American Society of Civil Engineers designed to inspire more young people to become civil engineers. VIDEO + QUESTIONS Ex. 3,p.11 (SB) Answer Key 1 A 2 A 3 C Ex. 4, p.11 (SB) Answer Key 1 out 2 back 3 in 4 off 5 away Ex. 5, p.11 (SB) Suggested Answer Key A: What happened in Turkey in 1999? B: A huge earthquake. Who is Menzer Pehlivan? A: A civil engineer specialising in earthquake safety. How does she relate to ‘Dream Big’? B: Her story is one of many in the film. Etc Ex. 6, p.11(SB) Answer Key 1 Regular ✓ 2 $25 3 Direct Debit (Bank Account) ✓ 4 Ulan Akhmetov 5 25 Kolpakovskiy Street, Almaty Ex. 7, p.11 (SB)

ENDING THE LESSON

Ask various Ss around the class to read their emails aloud to the class. (Other Ss listen carefully and ask questions if necessary)

Student’s Book: Language Review 1c Workbook: 1c

33






34

Module 1 Our world LESSON: Module 1 Lesson 6 Everyday English 1d

School:

Date: Teacher name:



8.4.1.1 – R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 8.2.7.1 – L7 begin to recognize typical features at word, sentence and text level of a limited range of spoken genres 8.3.1.1 – S1 use formal and informal registers in their talk on a limited range of general and curricular topics

Lesson objectives All learners will be able to: listen and read for gist, pronounce the /oo/ sound Most learners will be able to: listen and read for gist, pronounce /oo/ sound, role play a dialogue Some learners will be able to: listen and read for gist, pronounce /oo/ sound, role play a dialogue, apply to an environmental organization

Assessment criteria Learners have met the learning objective if they can: apply to environmental organization and role play the dialogue



Global issues



Plan


Excel Resources


To practise pronunciation of situational language Start with picture discussion. Play the recording. Ss listen and repeat chorally and/or individually. Pay attention to Ss’ pronunciation and intonation and correct as necessary.

Ex. 1, p.12 (SB) Recording

PRESENTATION AND PRACTICE 8.4.1.1 – R1 8.2.7.1 – L7

To listen for gist Refer Ss to the sentences in Ex.1 again and elicit Ss’ guesses as to what the dialogue is about Play the recording. Ss listen and read the text to find out. Refer Ss to the Word List to look up the words in the Check these words box. To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.

Ex. 2. P,12 (SB) Answer Key The dialogue is about someone who wants to find out about volunteering for an environmental organisation. Ex. 3, p.12 (SB) Answer Key

35

8.3.1.1 – S1

To practise role-playing Explain the situation and ask Ss to read the advert. Remind Ss that they can use the dialogue in Ex.2 as a model as well as any ideas of their own to complete the task. Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task. Student A Good morning. (name) (Greet caller and say name of organisation) Great. We hold ... The works includes ... (Tell B about the organisations activities) Well, …, but you don’t need ... (Talk about work) You need ... (Say necessary items) You can register ... (Give information) This Saturday ... (Give information) Great. See you ... . (Respond & close conversation) Student B Hello. I’d like to ... (Ask about volunteering) It sounds ... So ... what should ...? (Comment & ask for information) Do I need to bring anything? (Ask about equipment) How do I sign up? (Ask how to register) Can you tell me about your ...? (Ask about next event) That sounds ... I’d like ... (Express interest) Suggested Answer Key A: Good morning. Helping Hands. B: Oh, hello. I’d like to find out about volunteering for your organisation. A: Great! We hold regular volunteer action days every Saturday. The work includes collecting clothes and helping out at the homeless shelter. B: It sounds good. So if I become a volunteer, what should I expect? A: Well, it can be hard work, but you don’t need any experience. B: Do I need to bring anything? A: You need comfortable clothes and an apron. B: How do I sign up? A: You can register online. B: OK. Can you tell me about your next event? A: Certainly. This Saturday our volunteers will be preparing food for the homeless. B: That sounds great. I’d like to take part. A: Great. See you then. To pronounce the oo sound Play the recording with pauses for Ss to repeat chorally and/or individually. Elicit other words with these sounds from various Ss around the class.

Do I need to bring anything? = What equipment do I need? You have to be in good condition. = You should be physically fit. I’m interested in volunteering. = I’d like to find out about volunteering. How can I register? = How do I sign up? Ex. 4, p. 12 (SB) Ex. 5, p.12 (SB) Recording

36

ENDING THE LESSON

Ss in pairs prepare similar dialogues and then act them out.






37

Module 1 Our world LESSON: Module 1 Lesson 7 Across Cultures 1e

School:

Date: Teacher name:



8.4.2.1 – R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts of familiar general and curricular topics, including some extended texts 8.1.3.1 – C3 respect differing points of view 8.5.1.1 – W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 8.5.4.1 – W4 use with some support style and register appropriate to a limited variety of written genres on general and curricular topics

Lesson objectives All learners will be able to: listen and read for gist, for specific information Most learners will be able to: listen and read for gist, read for specific information, compare buildings Some learners will be able to: listen and read fir gist, read for specific information, compare buildings, write about an eco-friendly building

Assessment criteria Learners have met the learning objective if they can: compare buildings and write about buildings



Global issues



Plan

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

Excel Resources

BEGINNING THE LESSON 8.4.2.1 – R2

To introduce the topic and listen and read for specific information Direct Ss’ attention to the pictures and elicit Ss’ guesses as to what is special about these buildings. Play the recording. Ss listen and follow the text in their books to find out.

Ex. 1, p.13 (SB) Recording Suggested Answer Key The buildings are unique structures that are eco-friendly.

PRESENTATION AND PRACTICE 8.4.2.1 – R2

To read for specific information Read the sentences stems aloud one at a time and ask Ss to read the texts again and complete them. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then check Ss’ answers.

Ex. 2, p. 13 (SB) Answer Key 1 main tourist attractions 2 a yurt 3 can withstand high winds 4 explore issues such as energy, water and the environment 5 special pipes VIDEO +QUESTIONS Ex. 3, p.13 (SB)

38

8.1.3.1 – C3 8.5.1.1 – W1 8.5.4.1 – W4

Play the video for Ss and elicit their comments To compare and contrast buildings Give Ss time to read the texts again if necessary and think about their answers. Ask Ss to compare the buildings in pairs following the example. Monitor the activity around the class and then ask some pairs to report back to the class. To write a short text about an eco-friendly building Explain the task and ask Ss to work in small groups and collect information from the Internet about an eco-friendly building and make notes. Then ask Ss to use their notes to write a short text about an eco-friendly building.

Suggested Answer Key A: The Khan Shatyr opened in 2010 whereas the Crystal opened in 2012. B: That’s true. Both buildings are eco-friendly. A: Yes, and both buildings are great examples of modern architecture working with nature. Ex. 4, p.13 (SB) Suggested Answer Key The Edge in the Netherlands is the most eco-friendly building in the world. It has got solar panels that produce more electricity than the building uses. It has a natural ventilation system that uses mesh panels and lots of windows to allow natural light in. It has a water collection system that uses rainwater to flush the toilets and water the gardens. It also has birdhouses and bat boxes in the gardens for the local wildlife.

ENDING THE LESSON

Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson.

Student’s Book: Language Review 1e Workbook: Vocabulary Bank 1






39

Module 1 Our world LESSON: Module 1 Lesson 8 Across the curriculum 1f

School:

Date: Teacher name:



8.2.1.1 – L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.4.2.1 – R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts of familiar general and curricular topics, including some extended texts 8.1.7.1 – C7 develop and sustain a consistent argument when speaking or writing 8.3.3.1 – S3 give an opinion at discourse level on a range of general and curricular topics 8.1.10.1 – C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.5.7.1 – W7 use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics

Lesson objectives All learners will be able to: listen and read for gist, read for specific information Most learners will be able to: listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world Some learners will be able to: listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world, make a speech about the importance of being a global citizen.

Assessment criteria Learners have met the learning objective if they can: prepare a poster about changing the world and make a speech about the importance of being a global citizen



Global issues



Plan Planned timings Planned activities (replace the notes

below with your planned activities) Excel Resources

BEGINNING THE LESSON 8.2.1.1 – L1

To introduce the topic and predict the content of the text Ask S to look at the pictures and read the title. Elicit Ss’ guesses as to what it means to be a global citizen. Play the recording. Ss listen and read the text and check if their guesses were correct.

Ex. 1, p.14 (SB) Recording Suggested Answer Key Being a global citizen means being involved with your community and the wider world.

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PRESENTATION AND PRACTICE 8.4.2.1 – R2 8.1.7.1 – C7 8.3.3.1 – S3 8.1.10.1 – C10 8.5.7.1 – W7

To read for specific information Ask Ss to read statements 1-5. Give Ss time to read the text again and complete the task. Check Ss’ answers around the class. Refer Ss to the Word List to look up the words in the Check these words box. To consolidate comprehension of a text Give Ss time to read the text again and formulate their answers. Then ask various Ss to use the pictures to make a speech about being a global citizen to the rest of the class. To prepare a poster Ask Ss to work in small groups and do some research online and collect information about being a global citizen. Then give Ss time to prepare a poster. When the task is completed display the posters around the class.

Ex. 2, p.14 (SB) Answer Key 1 F 2 T 3 DS 4 T Ex. 3, p.14 (SB) Suggested Answer Key We need to be good citizens to make our community better for everyone. We should donate clothing, toys and appliances to charities that help other people. We should plant trees in the local park to improve and protect the environment. We should volunteer with a local group to clean up our neighbourhood. By doing these things, we can make a positive change in our community and in the world. Ex. 4, p.14 (SB)

ENDING THE LESSON

To make a positive change by being a global citizen you can: volunteer for a group that helps your local community. sign a petition that campaigns for positive action to help the environment. email/tweet your local MP or a world leader to encourage them to make a positive change.

Student’s Book: Language Review 1f, Prepositions Workbook: 1d,e,f






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Module 1 Our world LESSON: Module 1 Lesson 9 Writing 1g

School:

Date: Teacher name:



8.4.1.1 – R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts 8.4.2.1 – R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts of familiar general and curricular topics, including some extended texts 8.3.5.1 – S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks with peers to negotiate 8.1.7.1 – C7 develop and sustain a consistent argument when speaking or writing 8.5.1.1 – W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 8.5.3.1 – W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

Lesson objectives All learners will be able to: read for gist, read for specific information Most learners will be able to: read for gist, read for specific information and write an essay following the plan given Some learners will be able to: read for the gist, read for specific information, write an essay following the plan given and offer solutions to a problem.

Assessment criteria Learners have met the learning objective if they can: write an essay offering solutions to a problem



Global issues



Plan


Excel Resources

BEGINNING THE LESSON 8.4.1.1 – R1

To read for specific information Ask Ss to read the text and then elicit what the problem is.

Ex. 1, p.15 (SB) Answer Key The problem is waste.

PRESENTATION AND PRACTICE 8.4.2.1 – R2

To de-construct an essay Explain the task and ask Ss to copy the table into their notebooks. Give Ss time to read the essay and then complete the table. Check Ss' answers on the board.

Ex. 2, p.15 (SB) Answer Key: Suggestions: 1. set up recycling schemes

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8.3.5.1 – S5 8.1.7.1 – C7 8.5.1.1 – W1 8.5.3.1 – W3

To substitute linkers for suitable alternatives Read out the Study Skills box and explain how we can use linkers to organise our ideas when writing an essay. Ask Ss to replace the phrases in bold with suitable alternatives from the examples in the box. Check Ss' answers around the class. To match suggestions to results and talk about reducing air pollution in cities Ask Ss to read the information and then match the solutions to the results. Check Ss’ answers. To write an essay Explain the task and give Ss time to write their essays using their answers in Ex. 4 and the plan to help them. Remind Ss to use the essay in Ex. 1 as a model and to use appropriate linkers. Check Ss' answers. Alternatively, assign the task as HW and check Ss' answers in the next lesson. Suggested Answer Key The air in our cities is getting more and more polluted. The damaging effect this has on the environment is a serious problem. What can we do to reduce the amount of air pollution we produce? To start with, we can plant trees in local parks and forests. This way, the trees absorb carbon dioxide and the air becomes cleaner. Another solution would be to encourage people to use public transport or cycle. Consequently, there would be fewer cars on the street and we would have cleaner air. All in all, there are a number of ways we can reduce air pollution. If we employ some of these suggestions, then the world we live in will be a cleaner and nicer place.

2. only buy products with reusable packaging Results: 1. less rubbish would go to landfill sites 2. recycle more household waste, reduce rubbish Ex. 3, p.15 (SB) Suggested Answer Key To begin with = To start with This way = Therefore Another solution would be = Another way to solve this problem would be As a result = Consequently All in all = To sum up Ex. 4, p.15 (SB) Answer Key 1 b 2 a Ex. 5, p.15 (SB)

ENDING THE LESSON

(An activity to consolidate the language of the lesson.) Ask the pupils to describe any of global issues with the solution in their region.

Student’s Book: Self-Check 1 Workbook: 1g






43

Module 1 Our world LESSON: Module 1 Lesson 10 Summative Assessment for Unit 1 Edutainment 1

School:

Date: Teacher name:



8.1.3.1 – C3 respect differing points of view 8.3.4.1 – S4 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 8.3.5.1 – S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks with peers 8.3.7.1 – S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 8.1.7.1 – C7 develop and sustain a consistent argument when speaking or writing 8.5.3.1 – W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.5.8.1 – W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 8.2.7.1 – L7 begin to recognise typical features at word, sentence and text level of a limited range of spoken genres

Lesson objectives All learners will be able to: Listen and read for a gist, read for specific information Most learners will be able to: Listen and read for a gist, learn about values, do a quiz Some learners will be able to: Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss values

Assessment criteria Learners have met the learning objective if they can: speak about values Value links Solutions to global issues, natural disasters and global citizenships


Global issues



Plan


Excel Resources

BEGINNING THE LESSON 8.1.3.1 – C3 8.3.4.1 – S4

To understand a quotation and express an opinion Ask Ss to read the quotation and then discuss in pairs what they think it means. Elicit answers from Ss around the class.

Ex. 1 a, p.16 (SB) Suggested Answer Key A: I think that the quotation means that if you want the world to be a better place then you have to do something about it yourself.

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B: I agree and I think if everyone did something positive to make the world a better place, it soon would be.

PRESENTATION AND PRACTICE 8.3.5.1 – S5 8.3.7.1 – S7 8.1.7.1 – C7 8.5.3.1 – W3 8.5.8.1 – W8 8.2.7.1 – L7 8.3.4.1 – S4

b) To learn about the value of helping to change the world Ask Ss to read the list of ways to make the world better and discuss in pairs which ones they would like to do in the future and suggest other ways. Monitor the activity around the class and then elicit further ways from Ss around the class. (Ss' own answers) c) To write a paragraph giving your opinion on ways we can help to change the world Give Ss time to complete the task in class and then ask some Ss to share their answers with the rest of the class. Suggested Answer Key I think we should all do what we can to make the world a better place. I plan to join an organisation that looks after animals and donate clothes and toys to charity. I think if everyone does something positive then the world will change for the better. To test knowledge learnt in this module/to do a quiz Explain the task. Allow Ss some time to read the questions and complete the gaps. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers. To consolidate vocabulary learnt in the module/to write a quiz Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. The Kazakh steppe covers almost ... ... ... ... km. (804,500) Ss can swap their quiz with another pair and do it and then report back to the class.

Ex. 2, p.16 (SB) Answer Key ASCE Foundation 2 endangered 18,000 4 one third 5 London, UK 6 2010 7 polar 8 high winds Ex.3,p.16 (SB) Suggested Answer Key 1 In winter on the steppe, temperatures can be as low as ... . (-35°C) 2 The steppe ….. and the Saiga antelope live on the steppe. (pika) 3 Camels live in a ... habitat. (desert) 4 Lions live in a ... habitat. (grassland) 5 Menzer Pehlivan is a .... (civil engineer) 6 Khan Shatyr is in .... (Astana, Kazakhstan) 7 The Crystal opened in .... (2012) 8 The Crystal produces ... of its own water. (90%) Ex. 4, p.16 (SB) Recording Suggested Answer Key The song is about the power of nature.

ENDING THE LESSON

Play the video and elicit Ss’ comments at the end.

VIDEO + QUESTIONS




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46

Module 1 Our world LESSON: Module 1 Lesson 11 Summative Assessment for Unit 1 Edutainment 1

School:

Date: Teacher name:



8.1.3.1 – C3 respect differing points of view 8.3.4.1 – S4 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 8.3.5.1 – S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks with peers 8.3.7.1 – S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 8.1.7.1 – C7 develop and sustain a consistent argument when speaking or writing 8.5.3.1 – W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.5.8.1 – W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 8.2.7.1 – L7 begin to recognise typical features at word, sentence and text level of a limited range of spoken genres


Assessment criteria Learners have met the learning objective if they can: speak about values Value links Solutions to global issues, natural disasters and global citizenships Cross - curricular links

Global issues


Previous learning Natural disasters Plan


Excel Resources

BEGINNING THE LESSON 8.1.3.1 – C3 8.3.4.1 – S4

To understand a quotation and express an opinion Ask Ss to read the quotation and then discuss in pairs what they think it means. Elicit answers from Ss around the class

PRESENTATION AND PRACTICE 8.1.7.1 – C7 8.5.3.1 – W3

To consolidate vocabulary learnt in the module/to write SA Explain the task and allow Ss time to do the writing work. Song To predict content and listen and

Ex.3,p.16 (SB) Suggested Answer Key 1 In winter on the steppe, temperatures can be as low as ... . (-35°C)

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8.5.8.1 – W8 8.2.7.1 – L7 8.3.4.1 – S4

read for gist Read out the list of words/phrases and explain/elicit the meanings. Elicit Ss’ guesses as to what the song is about. Play the recording. Ss listen and read and check if their guesses were correct. To discuss the main message of the song Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers with the class

2 The steppe ….. and the Saiga antelope live on the steppe. (pika) 3 Camels live in a ... habitat. (desert) 4 Lions live in a ... habitat. (grassland) 5 Menzer Pehlivan is a .... (civil engineer) 6 Khan Shatyr is in .... (Astana, Kazakhstan) 7 The Crystal opened in .... (2012) 8 The Crystal produces ... of its own water. (90%) Ex. 4, p.16 (SB) Recording Suggested Answer Key The song is about the power of nature. Ex. 5, p.16 (SB) Suggested Answer Key I think the singer means that we should respect nature because it is the most powerful force on the planet and without it we would not even be here

ENDING THE LESSON


VIDEO + QUESTIONS






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Module 1 Our world LESSON: Module 1 Lesson 12 Project work Green issue No Money

School:

Date: Teacher name:



8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.5.6.1 - link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

Lesson objectives All learners will be able to: use some language from the module to express views and pose some relevant activity accurately Most learners will be able to: use a range of language from the module to express views and pose a range of relevant activity accurately Some learners will be able to: use a wide range of language from the module to express views and pose a range of relevant activity accurately

Previous learning Environment vocabulary Plan

Planned timings Planned activities Excel Resources

Teacher Notes

Beginning the lesson 8.3.7.1

Read the first paragraph of the text. Write two questions you would like to ask Mark Boyle. Read the text. Can you answer your questions? Suggested Answer How can people live without money? (People can grow their own food and use natural resources.) Why do you think money is a bad thing? (Not answered.)

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Main activities 8.4.2.1 8.3.7.1 8.2.5.1 8.3.5.1 8.3.5.1 8.1.1.1

Read the text and fill in the gaps with the appropriate word. Check with a partner. 1 called/named 2 main/many 3 at 4 that 5 into 6 also 7 Through/Despite 8 if 9 has 10 However 3. a) Match the words in bold (1-8) in the text to their meanings (a-h). a) 1 f 2 d 3 a 4 g 5 b 6 h 7 c 8 e b) give up, throw away Suggested Answer I will not give up learning English. People throw away too much rubbish. 4. In pairs, ask and answer questions based on the text. Suggested Answer A: Where is Mark Boyle from? B: He is from Ireland. A: What did he give up? B: He gave up money. A: Where does he live? B: He lives in a caravan. 5. In pairs, discuss how Mark’s lifestyle has changed since he gave up money. Suggested Answer A: Mark doesn’t have electricity or running water like he did before. B: Yes, and he lives in a caravan instead of a flat. A: He also now grows his own food or gets it from bins. B: When he travels he cycles there, even if it’s far away. 6. “Would you ever give up money? Why?/Why not?” In three minutes write a few sentences on the topic. Read them to the class. Suggested Answer I would give up money because I would like to live an eco-friendly lifestyle. I do not want to pollute the Earth. I want to recycle more than I waste. etc

Ending the lesson 8.3.7.1 8.5.6.1

7. Project: Be Mark Boyle for a week. Give up your pocket money for a week and see how this affects your lifestyle. Then report your experience to the class.




prompt less able learners to ask a range of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz

monitor question production in group activity

values links: benefits of hobbies

challenge more able learners to write different types of quiz question e.g. multiple choice complete the missing word etc..

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Answer the most relevant questions from the box on the left about your lesson.

51

Module 2 Daily life & shopping LESSON: Module 2 Lesson 1 Daily Life & Shopping Vocabulary

School:

Date: Teacher name:



C10 - 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world S7 - 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives All learners will be able to: Listen and read for a gist, read for specific information Most learners will be able to: Listen and read for a gist, study daily routines & free-time activities Some learners will be able to: Listen and read for a gist, study and speak about daily routines & free- time activities

Assessment criteria Learners have met the learning objective if they can: speak about daily routines and free-teme activities

Value links Explore the themes of daily routines & free-time activities


Daily life



Plan


Excel Resources


What’s in this module? Read the title of the module Daily life & Shopping and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. Find the page numbers for Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. Ask questions to check Ss’ understanding.

Answer Key park (p. 25) Do you often go to the park? What do you do there? Which park is near your house? an interview (p. 18) Have you ever given/conducted an interview? When? Who with? What for? Who would you like to interview? a song (p. 28) What is your favourite song? Who sings it? What type of music do you like?

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PRESENTATION AND PRACTICE

Vocabulary To present daily routines & free-time activities Read out the list of daily routines & free-time activities. Direct Ss to the pictures and then give them time to match them to the daily routines & free-time activities. Check Ss’ answers. To classify activities as daily routines or free-time activities Ask Ss to decide in pairs which of the activities in the pictures are daily routines and which are free- time activities. Elicit answers from Ss around the class. To consolidate new vocabulary through personal examples Ask Ss to use the phrases from Ex. 1 to describe their daily routine and free time activities. Give Ss time to consider their answers. Elicit answers from Ss around the class.

Ex. 1, p.17 (SB) Answer Key 2 watch TV 3 do chores 4 do homework/study 5 go shopping 6 hang out with friends 7 go to school 8 surf the Net 9 play video games 10 work 11 exercise 12 be in a sports club Ex. 2, p.17 (SB) Recording Answer Key Daily routines: do homework/study, work, do chores, go to school Free-time activities: be in a sports club, hang out with friends, go shopping, surf the Net, watch TV, eat out, exercise, play video games Ex. 3, p.17 (SB) Suggested Answer Key I go to school, do my homework and do chores as part of my daily routine. In my free time, I hang out with friends, watch TV, play video games and surf the Net.

ENDING THE LESSON

Ss speak about their daily routine and free-time activities in pairs or in groups. Find what they have in common.






53

Module 2 Daily life & shopping LESSON: Module 2 Lesson 2 Vocabulary 2a

School:

Date: Teacher name:



8.2.2.1 – L2 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.4.2.1 – R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.4.4.1 – R4 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.6.12.1 – UE12 use comparative degree adverb structures not as quickly as/far less quickly with regular and irregular adverbs. Use an increased variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics 8.3.7.1 – S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 8.6.15.1 – UE15 use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 8.3.6.1 – .S6 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.5.3.1 – W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

Lesson objectives All learners will be able to: Listen and read for a gist, read for specific information, learn leisure activities & chores, learn prepositional phrases Most learners will be able to: Listen and read for a gist, read for specific information, learn leisure activities & chores, learn prepositional phrases, express likes/dislikes Some learners will be able to: Listen and read for a gist, read for specific information, learn leisure activities & chores, learn prepositional phrases, express likes/dislikes, interview smb, write an interview

Assessment criteria Learners have met the learning objective if they can: express like/dislikes, interview smb, write an interview

Value links Explore the themes of daily routines & free-time activities, leisure activities & chores


Daily life



Plan

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Excel Resources

BEGINNING THE LESSON 8.2.2.1 – L2

To introduce the topic; to listen and read for gist Ask Ss to look at the pictures and the title of the text. Elicit where Aliya is from (Astana) and then ask Ss to think of three questions they would like to know the answers to. Play the recording. Ss listen and read the text and see if their questions are answered.

Ex. 1, p.18 (SB) Recording Suggested Answer Key Where does she live? (In a 3-bedroomed flat with her family in Astana) Which school does she go to? (not answered) What are her hobbies? (volleyball, ice hockey, listening to music)

PRESENTATION AND PRACTICE 8.4.2.1 – R2 8.4.4.1 – R4 8.6.12.1 – UE12 8.3.7.1 – S7

To read for specific information Give Ss time to read the text again and then match the sections 1-4 to the headings in the list. Check Ss’ answers. To read for specific information Explain the task. Allow Ss time to read the statements and then read the text again and complete the task. Check Ss’ answers. Refer Ss to the Word List to look up the words in the Check these words box. Play the video for Ss and elicit their comments. To compare two lifestyles Explain the task and suggest adjectives/adverbs that Ss can use in their comparisons (e.g. exciting/ boring, busy/relaxing, hard, etc). Give Ss time to compare their lifestyle with Aliya’s and then ask some Ss to tell the class. To present/categorise vocabulary for leisure activities and chores Ask Ss to look at the pictures and copy the headings into their notebooks. Give Ss time to list the activities under the correct headings. Check Ss’ answers on the board.

Ex. 2, p.18 (SB) Answer Key 1 School life 2 Free time Home & chores Hopes & fears Ex. 3, p.19 (SB) Answer Key 1 T 2 F 3 T 4 F 5 F Ex. 4, p.19 (SB) Suggested Answer Key Aliya starts school earlier than me and stays later. I start at 8 am and finish at 2 pm. She studies longer than I do. I finish my homework at 8 pm but she doesn’t finish until 9 pm. Aliya likes playing sports, but I prefer to watch films. We both enjoy listening to music, though. Aliya lives with her parents and grandmother, my grandmother does not live with me. We both have to help with chores, but I don’t have to cook like Aliya does. Aliya worries about getting good grades and so do I. Ex. 5(a), p.19 (SB) Answer Key Leisure activities: go skateboarding, do archery, go to the theatre, go dancing Chores: dust the furniture, mop the floor, set the table, vacuum the carpets, do the laundry, do the washing-up

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8.6.15.1 – UE15 8.3.6.1 – .S6 8.5.3.1. - W3

To discuss leisure activities and chores and likes/dislikes Go through the language box with Ss. Ask two Ss to read out the example exchange. Then ask Ss to discuss the leisure activities and chores and express likes/dislikes following the example in pairs. Monitor the activity around the class and then ask some pairs to tell the class. To present and practise prepositional phrases Read through the list of prepositions and give Ss time to complete the sentences using their dictionaries to check. Check Ss’ answers. To interview sb Ask Ss to work in pairs and use the questions in the interview in the text to interview their partner. Monitor the activity around the class. Tell Ss to record themselves and then ask various pairs to play the recording to the class. To write an interview Ask Ss to work in small groups and then give Ss time to write out their interview from Ex. 7.

Ex. 5(b), p.19 (SB) Suggested Answer Key A: How often do you go skateboarding? B: Every day. I just love it. A: How often do you vacuum the carpets? B: I never vacuum the carpets. I can’t stand it. etc Ex. 6, p.19 (SB) Answer Key 1 about 2 at 3 in 4 on 5 with Ex. 7, p.19 (SB) Suggested Answer Key A: When does school start and finish? B: School starts at 8am and finishes at 3:30pm. A: Do you get homework? B: Yes, I do. I usually finish it by 8pm. A: Do you get any pocket money? B: Yes, I do, but I have to do chores for it. A: What do you do in your leisure time? B: I play basketball and I listen to music. A: Where do you live? B: I live in a house in Astana with my family. A: Do you have to do chores in the house? B: Yes, I do. I help clean the house and do the laundry. A: What do you like/hate about being 16? B: I like spending my free time with my friends. I don’t like having so much schoolwork to do. A: What do you worry about? B: I worry about getting good grades at school. Ex. 8, p.19 (SB) Suggested Answer Key – See p. 20(T)

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ENDING THE LESSON

Ss present and act their interviews out. Student’s Book: Language Review 2a Workbook: 2a






57

Module 2 Daily life & shopping LESSON: Module 2 Lesson 3 Use of English 2b

School:

Date: Teacher name:



8.6.10.1 – UE 10 - use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;

Lesson objectives All learners will be able to: understand the usage of the present simple, the present continues and then present perfect Most learners will be able to: understand the usage of the present simple, the present continues and then present perfect, learn/revise stative verbs Some learners will be able to: understand the usage of the present simple, the present continues and then present perfect, learn/revise stative verbs, learn the present perfect continuous, learn word formation

Assessment criteria Learners have met the learning objective if they can: use stative verbs, the present perfect continuous, word formation



Daily life


Previous learning Daily routines & free-time activities

Plan


Excel Resources

BEGINNING THE LESSON 8.6.10.1 UE 10

To revise the present simple, present continuous and the present perfect tenses Ask Ss to read the sentences 1-8 and have them match them to the meanings A-H. Check Ss’ answers.

Ex. 1, p.20 (SB) Answer Key 1 C 2 D 3 E 4 B 5 F 6 A 7 H 8 G

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PRESENTATION AND PRACTICE 8.6.10.1 UE 10

To present/revise stative verbs Read the theory box aloud and then ask Ss to explain the meaning of each sentence in each pair. Check Ss’ answers around the class. Then elicit further examples of sentences using stative verbs. To practise present tenses Explain the task and give Ss time to complete it. Check Ss’ answers. To practise present tenses Elicit the tense for the situations listed. Read out the example exchange. Then ask Ss to act out short exchanges in pairs following the example. To practise already/just/yet/ever/never Explain the task and give Ss time to complete it. Check Ss’ answers.

Ex. 2, p.20 (SB) Answer Key 1 a appears b searching 2 a relating to touch b having a sensation in the body Suggested Answer Key This soup tastes great. (has a certain taste) The chef is tasting the soup. (the action of tasting) Ex. 3, p.20 (SB) Answer Key 1 takes (habit or routine) 2 appears (stative verb) 3 are not coming (fixed future arrangement) 4 has not finished (action that started in the past and continues to the present) 5 is thinking (an action happening around the time of speaking – considering) 6 have never eaten (action that started in the past and continues to the present)

ENDING THE LESSON

Ss make up sentences with grammar tenses taken at the lesson.

Workbook: 2b & Use of English 2






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Module 2 Daily life & shopping LESSON: Module 2 Lesson 4 Use of English 2b

School:

Date: Teacher name:



8.6.10.1 – UE 10 - use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;

Lesson objectives All learners will be able to: understand the usage of the present simple, the present continues and then present perfect Most learners will be able to: understand the usage of the present simple, the present continues and then present perfect, learn/revise stative verbs Some learners will be able to: understand the usage of the present simple, the present continues and then present perfect, learn/revise stative verbs, learn the present perfect continuous, learn word formation

Assessment criteria Learners have met the learning objective if they can: use stative verbs, the present perfect continuous, word formation



Daily life



Plan


Excel Resources

BEGINNING THE LESSON 8.6.10.1 UE 10

To revise the present simple, present continuous and the present perfect tenses Ask Ss to read the sentences 1-8 and have them match them to the meanings A-H. Check Ss’ answers.

Ex. 1, p.20 (SB) Answer Key 1 C 2 D 3 E 4 B 5 F 6 A 7 H 8 G

PRESENTATION AND PRACTICE 8.6.10.1 UE 10

To present the present perfect continuous Say then write on the board: Tom has been talking on the phone for half an hour. Underline has been talking and explain that the verb is in the present perfect continuous. Explain that we form the present perfect continuous in the affirmative with the personal pronoun + have/has + been + main

Ex. 4, p.20 (SB) Answer Key timetables – present simple future arrangements – present continuous Suggested Answer Key A: What time does the tour start? B: It starts at 6:00, so we are leaving the hotel at 5:15. A: What time does the flight

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verb with -ing, we form the negative with personal pronoun + haven’t/ hasn’t + been + main verb with -ing and we form the questions with have/has + personal pronoun + been + main verb with -ing. Explain that we use this tense to place emphasis on the duration of an action which started in the past and continues up to the present and to describe an action that lasted for some time and its result is visible to the present. Elicit how we form the present perfect continuous. To present for/since Say then write on the board: I have been/working as a teacher for 10 years. I have worked/been working at this school since 2007. Explain that we use for/since with the present perfect and present perfect continuous in affirmative and negative sentences. Explain that we use for to express duration and since to state when an action started. Read out the two example sentences. Give Ss time to consider their answers to the questions and then elicit their answers. To practise the present perfect continuous Explain the task and give Ss time to complete it. Check Ss’ answers. To practise the present simple/continuous and the perfect simple/continuous Explain the task and give Ss time to complete it. Check Ss’ answers. To practise word formation (adjectives) Read out the theory box and then explain the task. Give Ss time to complete it and then check their answers.

depart? B: It departs at 8:45, so we are leaving for the airport at 6:00. Ex. 5, p.20 (SB) Answer Key 1 already 2 yet 3 just 4 ever 5 never Ex. 6, p.21 (SB) Answer Key We form the present perfect continuous with the auxiliary verb have/has, the past participle of the verb to be (been) and the main verb with -ing. Ex. 7, p.21 (SB) Answer Key 1 We use for to express duration and since to state when an action started. 2 How long has she been working for him/in the same company? Ex. 8, p.21 (SB) Answer Key 1 has been working 2 have been learning 3 have you been doing 4 has been shopping Ex. 9, p.21 (SB) Answer Key 1 Have you seen, haven’t talked 2 are you tasting, smells 3 are you going, Do you need 4 look, have been working 5 does Tony live, is staying 6 have you been waiting, have been Ex. 10, p.21 (SB) Answer Key 1 famous 2 beautiful 3 messy 4 impressive

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ENDING THE LESSON

Ss make up sentences with grammar tenses taken at the lesson.







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Module 2 Daily life & shopping LESSON: Module 2 Lesson 5 Skills 2c

School:

Date: Teacher name:



8.3.7.1S7 – use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.4.1R4 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.6.2.1UE2 – use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics 8.4.2.1R2 – understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.1.3.1C3 – respect differing points of view 8.1.8.1 C8 – develop intercultural awareness through reading and discussion 8.6.15.1UE15 – use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 8.2.2.1L2 – understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.1.1.1C1 – use speaking and listening skills to solve problems creatively and cooperatively in groups 8.3.5.1S5 – interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

Lesson objectives All learners will be able to: Review clothing and shoes, listen and read for gist, read for specific information Most learners will be able to: Review clothing and shoes, listen and read for gist, read for specific information, learn phrasal verb with look Some learners will be able to: Review clothing and shoes, listen and read for gist, read for specific information, learn phrasal verb with look, talk about British teens scenes, write a blog entry about teenagers in Kazakhstan

Assessment criteria Learners have met the learning objective if they can: talk and write about teenagers in Britain and Kazakhstan

Value links Explore the themes of daily routines & free-time activities, leisure activities & chores, clothing and shi=oes


Daily life



Plan

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Excel Resources

BEGINNING THE LESSON 7.3.7.1 S7

To generate vocabulary for clothing and shoes Ask Ss to copy the mind map into their notebooks and read out the examples. Then give Ss a time limit of one minute to write as many words as they can think of to complete it. Check Ss’ answers on the board. To talk about clothes Ask Ss to discuss their taste in clothes and what clothes they wear for different uses in pairs following the example. Monitor the activity around the class and then ask some pairs to tell the class.

Ex. 1 (a), p.22 (SB) Suggested Answer Key Accessories: hat, gloves, belt Footwear: shoes, trainers, slippers, high-heeled shoes Menswear: trousers, shirt, tie Sports clothes: joggers, hoodie, leggings Ladieswear: skirt, blouse, top Ex. 1 (b), p.22 (SB) Suggested Answer Key A: I prefer sports clothes. I usually wear sports clothes all the time. B: I like casual clothes. I usually wear jeans at school and at home. I wear a tracksuit to play sports.

PRESENTATION AND PRACTICE 8.4.4.1 R4 8.6.2.1 UE2 8.4.2.1R2 8.1.3.1 C3 8.1.8.1 C8 8.6.15.1 UE15 8.2.2.1L2 8.1.1.1C1

To introduce the topic and new vocabulary through pictures Direct Ss to the pictures and then explain /elicit the meanings of the vocabulary for clothes. Elicit what each person in the pictures is wearing from Ss around the class. To listen and read for gist Ask Ss to think about what the teens in the pictures may like and think about the categories. Elicit Ss’ guesses. Play the recording. Ss read the text and find out. To read for specific information Ask Ss to read the texts again and read the questions and choose the correct teenagers for each one. Give Ss time to complete the task. Check Ss’ answers around the class. Refer Ss to the Word List to look

Ex. 2(a), p.22 (SB) Answer Key A is wearing baggy jeans and a hoodie and trainers. B is wearing a T-shirt and a cap and glasses. Ex. 2(b), p.22 (sb) Answer Key Skaters Music: punk, hip hop, metal Clothes: casual long-sleeved and short-sleeved T-shirts, hoodies, baggy jeans, trainers Free-time activities: skateboarding, playing computer games Techies Music: – Clothes: jeans, T-shirts with slogans Free-time activities: computers, chatting online and in person Ex. 3, p.22 (SB) Answer Key 1 T 2 S 3 T 4 S Ex. 4, p.22 (SB) Answer Key grab = take sth quickly comfortably = easily whizz-kids = geniuses gadget = device Ex. 5, p.23 (SB) Ex. 6(a), p.23 (SB) Answer Key 1 out

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8.3.5.1S5

up the words in the Check these words box. To consolidate new vocabulary Refer Ss to the words in bold and give them time to match them to the words in the list. Check Ss’ answers. To personalise the topic Ask various Ss to explain which style is closest to theirs and why. (Ss’ own answers) To present and practise phrasal verbs with look Read out the box and explain the task. Give Ss time to complete the task. Check Ss’ answers. To develop creativity skills Explain the task and give Ss time to draw the pictures. Ask various Ss to present their drawings to the class. (Ss’ own answers) To listen for specific information Explain the task and ask Ss to look at the lists. Play the recording. Ss listen and match the items in the lists. Check Ss’ answers. To present the teen scenes Play the video for Ss and ask them to make notes under the headings in Ex. 2b. Then ask various Ss to use their notes to present the skaters and the techies to the class.

2 up 3 for 4 after 5 into Ex. 6(b), p.23 (SB) Ex. 7, p.23 (SB) Recording Answer Key 1 D 2 A 3 C 4 E Ex. 8, p.23 (SB) VIDEO +QUESTIONS Suggested Answer Key Skaters Music: punk hip hop, metal Clothes: casual long-sleeved and short-sleeved T-shirts, hoodies, baggy jeans, trainers Free-time activities: skateboarding, playing computer games Techies Music: – Clothes: jeans, T-shirts with slogans Free-time activities: computers, chatting online and in person Skaters like punk hip hop and metal music. They wear casual long-sleeved and short-sleeved T-shirts, hoodies, baggy jeans and trainers. They like skateboarding and playing computer games. Techies wear jeans and T-shirts with slogans. They like computers and chatting online and in person. Ex. 9, p.23 (SB) Suggested Answer Key Teenagers in Kazakhstan Clothes Teens in Kazakhstan like wearing casual clothes like jeans and trainers most of the time, but do dress formally for a special occasion. Most of them wear a uniform every day for school. Music Their taste in music is the same as most teenagers. Pop music, rock music, hip hop and metal are all popular with different groups of teens. Free-time activities

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To write a blog entry Explain the task. Tell Ss to make notes on each point and then use their notes to help them write their blog entry. Allow time for Ss to complete the task.

Popular free-time activities include skateboarding and parkour for boys and handmade crafts for girls. Many Kazakh teens enjoy playing computer games.

ENDING THE LESSON

Ask various Ss around the class to read their blog entries aloud to the class.

Student’s Book: Language Review 2c Workbook: 2c






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Module 2 Daily life & shopping LESSON: Module 2 Lesson 6 Everyday English 2d

School:

Date: Teacher name:



8.4.4.1R4 – read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.3.5.1S5 – interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

Lesson objectives All learners will be able to: Listen and read for gist, learn intonation in questions Most learners will be able to: Listen and read for gist, learn intonation in questions, role play a dialogue Some learners will be able to: Listen and read for gist, learn intonation in questions, role play a dialogue, buy a present for a friend

Assessment criteria Learners have met the learning objective if they can: buy a present for friend and role play this dialogue

Value links Explore the themes of daily routines & free-time activities, leisure activities & chores, clothing and shoes


Daily life & shopping



Plan


Excel Resources

BEGINNING THE LESSON 8.4.4.1 R4

To practise pronunciation of situational language Play the recording. Ss listen and repeat chorally and/or individually. Pay attention to Ss’ pronunciation and intonation and correct as necessary.

Ex. 1(a), p.24 (SB) Recording Ex. 1(b), p.24 (SB) Recording

PRESENTATION AND PRACTICE 8.3.5.1S5

To listen and read for gist Refer Ss to the sentences in Ex. 1 again and elicit Ss’ guesses as to what the dialogue is about. Play the recording. Ss listen and read the text to find out. Refer Ss to the Word List to look up the meanings of the words in the Check these words box. To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.

Answer Key The dialogue is about someone who wants to buy a dress as a present for a friend.Ex. 2, p.24 (SB) Answer Key Yes, of course. = Yes, that’s no problem. Do

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To act out a dialogue Ask Ss to work in pairs and take roles and read out the dialogue. Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class. To practise role-playing Explain the situation. Remind Ss that they can use the dialogue in Ex.1b as a model as well as any ideas of their own to complete the task. Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.

you need help? = How can I help you? What dress size does she wear? = Do you know what size she is? There you go. = Here you are. Are there any left? = Is it still in stock? Ex. 3, p.24 (SB) Recording Ex. 4, p. 24 (SB)

ENDING THE LESSON

Act out own dialogues.






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Module 2 Daily life & shopping LESSON: Module 2 Lesson 7 Everyday English 2d

School:

Date: Teacher name:



8.4.4.1R4 – read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.3.5.1S5 – interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

Lesson objectives All learners will be able to: Listen and read for gist, learn intonation in questions Most learners will be able to: Listen and read for gist, learn intonation in questions, role play a dialogue Some learners will be able to: Listen and read for gist, learn intonation in questions, role play a dialogue, buy a present for a friend

Assessment criteria Learners have met the learning objective if they can: buy a present for friend and role play this dialogue






Plan


Excel Resources

BEGINNING THE LESSON 8.4.4.1 R4


PRESENTATION AND PRACTICE 8.3.5.1S5

To present the writing work SA Module 2 Practice work To act out a dialogue Ask Ss to work in pairs and take roles and read out the dialogue. Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class. To practise role-playing Explain the situation. Remind Ss that they can use the dialogue in Ex.1b as a model as well as any ideas of their own to complete

Ex. 4, p. 24 (SB) Suggested Answer Key A: Hello! How can I help you? B: Hello. I’m looking for the blue jumper in the window. Is it still in stock? A: Yes, it is, but we’ve almost sold out. Is it for you? B: No, it’s a present for my dad. A: OK. Do you know what size he is? B: He’s about the same

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the task. Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task. To present/practise intonation in questions Read out the theory box and model the example with the correct intention. Play the recording with pauses for Ss to repeat chorally and/or individually. Check Ss’ intonation.

size as me. He’s a medium. A: Let me take a quick look ... OK. You’re in luck. This is the last size medium. B: I’ll take it. Can I pay by debit card? A: Yes, of course. That’s £35, please. B: Here you are. A: Please enter your PIN number. Here’s your card and receipt. B: Thank you very much. Goodbye. A: Goodbye. Ex. 5, p.24 (SB) Recording

ENDING THE LESSON

Act out own dialogues.






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Module 2 Daily life & shopping LESSON: Module 2 Lesson 8 Across Cultures 2e

School:

Date: Teacher name:



8.1.3.1 C3 – respect differing points of view 8.3.8.1S8 – - recount some extended stories and events on a range of general and curricular topics 8.4.4.1R4 – read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.2.7.1L7 – recognize typical features at word, sentence and text level of a growing range of spoken genres 8.1.4.1C4 – and respond constructively to feedback from others 8.5.3.1W3 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

Lesson objectives All learners will be able to: Listen and read for gist, use the vocabulary Most learners will be able to: Listen and read for gist, read for coherence and cohesion Some learners will be able to: Listen and read for gist, read for coherence and cohesion, write article about teenagers’weekend activities

Assessment criteria Learners have met the learning objective if they can: write article about teenagers’wekkend activities






Plan


Excel Resources

BEGINNING THE LESSON 8.1.3.1C3 8.3.8.1S8

To introduce the topic Read out the title and then ask Ss to discuss in pairs why they love weekends following the example. Elicit answers from Ss around the class.

Ex. 1, p.25 (SB) Suggested Answer Key A: I love weekends because I have lots of free time to hang out with my friends and family. B: Me too. I usually meet my friends at the mall

PRESENTATION AND PRACTICE 8.4.4.1R4

To read for specific information Read out the question and then give Ss time to read the text and find out the answer.

Ex. 2(a), p.25 (SB) Suggested Answer Key Jane likes to go shopping and play basketball in the East Village at the weekend. Nurlan likes to hang out with his friends at the park. He goes on

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8.2.7.1L7 8.1.4.1C4 8.5.3.1W3

To read for cohesion and coherence Ask Ss to read the texts again and think of suitable words to complete the gaps. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the recording for Ss to listen and check their answers. Play the video for Ss and elicit their comments. To consolidate information in a text Ask Ss to work in pairs and write down four questions based on the text. Then exchange their questions with their partner and try to answer them. Monitor the activity around the class and then ask some pairs to tell the class. To write a short article Explain the task and ask Ss to think about teens weekend activities in their town/city. Ask various Ss to tell the class. Then give Ss time to write a short article and include pictures. Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson.

the waterslides or he goes shopping at a mall. Ex.2(b), p.25 (SB) Recording Answer Key 1 where 2 something 3 so 4 out 5 about 6 or VIDEO + QUESTIONS Ex. 3, p.25 (SB) Suggested Answer Key 1 Where does Jane live? (New York) 2 What is her favourite coffee shop? (alt.coffee) 3 What is Nurlan’s brother called? (Rustam) 4 Which shopping mall does he sometimes go to? (Dostyk Plaza) Ex. 4, p.25 (SB) Suggested Answer Key Teens in Astana like to hang out with their friends at the weekends. They go skateboarding at the local skatepark or ice skating at the local ice rink. Some teens go shopping at Ajar Centre Mall and hang out in Internet cafes.

ENDING THE LESSON

If possible check the ss’writings. Student’s Book: Language Review 2e Workbook: Vocabulary Bank 2






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Module 2 Daily life & shopping LESSON: Module 2 Lesson 9 Across the Curriculum 2f

School:

Date: Teacher name:



8.4.3.1 – understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts 8.4.6.1 – - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.1.3.1 – respect differing points of view 8.1.4.1 – evaluate and respond constructively to feedback from others 8.3.5.1 – interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information and make a list of spending Some learners will be able to: Listen and read for gist, read for specific information, make a list and categorise your spending

Assessment criteria Learners have met the learning objective if they can: categorise their spending






Plan


Excel Resources

BEGINNING THE LESSON 8.4.3.1R3

To introduce the topic; to personalise the topic; to listen and read for gist Initiate a class discussion about money and elicit how many Ss in the class have a budget/savings plan and how it helps them manage their money Play the recording. Ss listen and follow the text in their books and check if Ss’ answers match the information in the text.

Ex. 1, p.26 (SB) Recording Suggested Answer Key I usually spend my money on social activities, like going to the cinema or eating out with my friends. I don’t have a budget, but I save some money every week for emergencies and long-term goals. I think a budget can help you be more conscious of not wasting money.

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PRESENTATION AND PRACTICE 8.4.6.1R6 8.1.3.1C3 8.1.4.1C4 8.3.5.1S5

To read for specific information Give Ss time to read the text again and answer the questions. Check Ss’ answers. Refer Ss to the Word List to look up the meanings of the words in the Check these words box. Play the video for Ss and elicit their comments. To make a list of your weekly expenditures Explain the task and ask Ss to write the headings into their notebooks and then write down everything they spend every week and write the item and the amount under each heading. Ask Ss to talk in pairs about what they spend and whether they think any of it is a waste of money. Monitor the activity around the class and then ask some pairs of Ss to tell the class. (Ss’ own answers)

Ex. 2, p.26 (SB) Answer Key 1 You can set a budget by making a note of your expenses and organising them into categories. Next, you should add up all your earnings and decide how much money you can afford to spend on each category and see if there is anywhere you can cut back. 2 It’s important to set a budget because it helps you make sure you have money for unexpected expenses and long-term goals and it helps you keep track of your expenses. 3 We should save money so we can pay for unexpected expenses like concert tickets and so we can save up for expensive things like holidays and university fees. Suggested Answer Key 4 I agree with the author’s advice. I think it’s important to be prepared and keep track of your expenses. VIDEO + QUESTIONS Ex. 3, p.26 (SB)

ENDING THE LESSON

Ss present their answers. Student’s Book: Language Review 2f Workbook: 2d,e,f






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Module 2 Daily life & shopping LESSON: Module 2 Lesson 10 Online shopping Writing 2g

School:

Date: Teacher name:



8.4.6.1 – recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.2.3.1 – understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics 8.5.1.1 – plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics 8.5.6.1 – link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.5.9.1 – punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, write an essay following the plan Some learners will be able to: Listen and read for gist, read for specific information, write a for-and-against essay

Assessment criteria Learners have met the learning objective if they can: write a for-and-against essay






Plan


Excel Resources

BEGINNING THE LESSON 8.4.6.1R6

To read for structure and specific information Go through the Study Skills box and explain the type, content and structure of the essay. Ask Ss to read the essay and identify the arguments the writer makes and his justifications. Check Ss’ answers. Refer to the Word List to look up the meanings of the words in the Check these words box

Ex. 1, p.27 (SB) Answer Key arguments in favour: convenient (shop from home anytime esp in isolated areas), wide variety of goods (high street shops have online stores) free delivery

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(no heavy bags – delivered to your door) arguments against: shoppers worry (easy for someone to steal personal info) shoppers can’t feel or try on clothes (items may be different from what you were expecting)

PRESENTATION AND PRACTICE 8.2.3.1L3

To identify the topic sentences and suggest alternatives Elicit which sentences are the topic sentences from various Ss around the class. Then elicit suitable alternatives from various Ss. Suggested Answer Key There are definitely many advantages of online shopping. However, there are many negative things about shopping online. To substitute linkers for suitable alternatives Ask Ss to think of synonymous linking words/phrases for the ones in bold or refer Ss to the Study Skills box and select suitable alternatives. Check Ss’ answers around the class. To listen for ideas and make notes Play the recording. Ss listen and make notes and list the arguments for and against with reasons. Check Ss’ answers. To write a for-and-against essay Tell Ss to use their answers to Ex.4, the plan and the essay in Ex. 2 as a model to help them complete the task. Remind them to include a variety of linkers. Give Ss time to write their essay and then check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson. Suggested Answer These days, many people use credit cards when shopping. However, should teenagers have them, too? Certainly, there are advantages to teens having credit cards. First, it can teach them responsibility with money. They have to watch their spending and make sure they can pay their bills every month. Secondly, they can build up a good credit rating early on. This way, they can easily get a loan later. However,

Ex. 2, p.27 (SB) Answer Key Without a doubt, there are a number of advantages to shopping online. On the other hand, there are a number of disadvantages to shopping online Ex. 3, p.27 (SB) Suggested Answer Key Firstly – To start with Secondly – What is more Finally – In addition On the other hand – However To start with – First To sum up – In conclusion Although – However Ex. 4, p.27 (SB) Recording Suggested Answer Key For: teaches them responsibility with money (must pay bill at end of every month), build up good credit rating early in life (get a loan easily later) Against: not mature enough to keep spending under control (buy now pay

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there are also disadvantages to teenagers using credit cards. Firstly, they may not be mature enough to keep their spending under control. They may develop an attitude which won’t help them to learn to manage money well. In addition, paying by credit card may make spending seem unreal. They may run up big debts without realising it. To sum up, there are points for and against teenagers having credit cards. Although they may learn responsibility by learning to pay their own bills, they may also not be mature enough to keep their spending under control. It may help them get a good credit rating, but they may run up big debts.

later attitude will not teach them to manage money well), paying by credit card makes it easy for spending to seem unreal (run up debt) Ex. 5, p.27 (SB)

ENDING THE LESSON

Ss present their writings. Student’s Book: Self-check 2 Workbook: 2g






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Module 2 Daily life & shopping LESSON: Module 2 Lesson 11

School:

Date: Teacher name:



8.1.5.1C5 - use feedback to set personal learning objectives; 8.2.1.1L1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.5.2.1W2 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.6.11.1UE11- use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics; 8.6.16.1UE16 - use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations on a range of familiar general and curricular topics 8.3.6.1 – link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.1.3.1 – respect differing points of view 8.1.4.1 – evaluate and respond constructively to feedback from others 8.4.6.1 – recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, sing a song Most learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz Some learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz, write a quiz

Assessment criteria Learners have met the learning objective if they can: do and write a quiz and discuss the values






Plan

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Excel Resources

BEGINNING THE LESSON 8.1.5.1C5, 8.2.1.1L1 8.5.2.1W2, 8.6.11.1UE11 8.6.16.1UE16

Summative assessment for Unit 2 “Daily life & Shopping” (20 min)

PRESENTATION AND PRACTICE 8.3.6.1 8.1.3.1 8.1.4.1 8.4.6.1

1 To discuss shopping habits Ask Ss to talk in small groups about their shopping habits, monitor the activity around the class and then ask some groups to tell the class. 2 a) To learn about the value of being a wise shopper Ask Ss to read the list of statements about types of shoppers and tick the ones that apply to them. Then ask Ss to suggest other reasons to buy/not to buy things. (Ss' own answers) b) To discuss the value of being a wise shopper Give Ss time to complete the task in pairs in class and then ask some Ss to share their answers with the rest of the class. 3 To test knowledge learnt in this module/ to do a quiz Explain the task. Allow Ss some time to read the statements and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers. 4 To consolidate vocabulary learnt in the module/to write a quiz Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. Aliya lives in Astana. [T]) Ss can swap their quiz with another pair and do it and then report back to the class. 5 Song To listen and read for gist Read out the list of words/phrases and explain/elicit the meanings. Elicit Ss’ guesses as to what the song is about.

Suggested Answer Key I go shopping every Saturday. When I don’t have any money, I go window-shopping. When I have money I usually buy clothes. The last thing I bought was a skirt. I often buy clothes, books and CDs. Suggested Answer Key I don’t buy things I can make myself. I buy things in bulk to save money. Suggested Answer Key 2, 3, 5, 6, 7 describe a wise shopper I think it’s important to shop wisely because you save money and you don’t overconsume. When you overconsume you waste natural resources and create waste which is bad for the planet. Answer Key 1 T 3 T 5 F 7 F 2 F 4 T 6 T 8 T Suggested Answer Key 1 Aliya lives in a two-bedroomed house. (F) 2 Aliya doesn’t get pocket money. (F) 3 Aliya worries about getting good grades. (T) 4 Techies usually wear glasses. (T) 5 Techies like wearing formal clothes. (F) 6 The East Village is in New York. (T) 7 It’s wise to save 80% of your money. (F) 8 Online shopping is not as pleasurable as high street shopping. (T)

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Play the recording. Ss listen and read and check if their guesses were correct. Suggested Answer Key The song is about things that are better than money. 6 To discuss the main message of the song Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers with the class.

Suggested Answer Key The singer says family, friends and health are more important than money. I agree because money cannot buy those things and without them you will not be happy. Recording Video+Questions

ENDING THE LESSON







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Module 2 Daily life & shopping LESSON: Module 2 Lesson 12 Summative Assessment for Term 1 Edutainment 2

School:

Date: Teacher name:



8.1.5.1C5 - use feedback to set personal learning objectives; 8.2.1.1L1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.5.2.1W2 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.6.11.1UE11- use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics; 8.6.16.1UE16 - use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanations on a range of familiar general and curricular topics 8.3.6.1 – link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.1.3.1 – respect differing points of view 8.1.4.1 – evaluate and respond constructively to feedback from others 8.4.6.1 – recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, sing a song Most learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz Some learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz, write a quiz

Assessment criteria Learners have met the learning objective if they can: do and write a quiz and discuss the values






Plan

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Excel Resources

BEGINNING THE LESSON 8.1.5.1C5, 8.2.1.1L1 8.5.2.1W2, 8.6.11.1UE11 8.6.16.1UE16

Summative assessment for Term 2

PRESENTATION AND PRACTICE 8.3.6.1

1. To present the test 2. Practice work To test knowledge learnt in this term

ENDING THE LESSON







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Module 2 Daily life & shopping LESSON: Module 2 Lesson 13 Project work Green issue Green Roofs

School:

Date: Teacher name:



8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.2.5.1- recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.5.6.1- link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;

Lesson objectives All learners will be able to: use some language from the module to express views and pose some relevant activity accurately

Most learners will be able to: use a range of language from the module to express views and pose a range of relevant activity accurately Some learners will be able to: use a wide range of language from the module to express views and pose a range of relevant activity accurately

Previous learning Environment vocabulary Plan


Excel Resources

Teacher

BEGINNING THE LESSON 8.3.7.1

To discuss about title of the issue- Follow the footprint. Ask Ss to read the list of statements about it. (It means examining our carbon footprint, which is how our everyday activities affect the environment.)

Main activities 8.4.2.1

Step 1 Describe the picture. What is a green roof? Discuss. Answer key: A green roof is a roof of a building that is partly or totally covered in vegetation:

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8.3.7.1 8.2.5.1 8.3.5.1 8.3.5.1

grass, flowers or any other kind of plant. Under the soil in which the vegetation grows are several layers which prevent water and roots from damaging the original roof. Step 2 How do you think green roofs help the environment? Suggested Answer Green roofs help the environment because they reduce heating and cooling needs of buildings. Also, they give wildlife a natural habitat to live in. Step 3 Read the text and mark the sentences as T (true) or F (false). 1 Green roofs are a new idea. 2 A green roof always has flowers on it. 3 Green roofs make cities more attractive. 4 Green roofs are a kind of air-conditioner. . 5 Sometimes animals and insects live on green roofs. 6 Green roofs are cheap to make. Answer Key: 3 1 F 2 F 3 T 4 T 5 T 6 F Step 4 a) Match the words in bold (1-13) in the text to their meanings (a-m). a) 1 d 4 l 7 a 10 m 13 h 2 i 5 b 8 k 11 e 3 g 6 j 9 c 12 f What does the term ‘concrete jungle’ (paragraph 3) refer to? Discuss. Answer key: A city or area that has a lot of modern buildings that is ugly or unpleasant. Step 5 Say two things that impressed you from the text. Give reasons. Suggested Answer I was impressed with the fact that green roofs can be built in the middle of the city. I liked the idea that roof gardens can save you money in heating costs, which means they are better for the environment. Step 6 In pairs, read the text again and discuss the advantages of having a green roof. sprout up partly several layer prevent (from) benefit patch glorious insulation fairly construct maintain pot Suggested Answer Green roofs look very nice and are a colourful change if you live in a drab and grey city. If you have a green roof you can save money on heating costs. Also, they encourage insects and birds to set up home. Step 7 Project: Use the Internet and/or other available resources to find out more about ‘green

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roofs’. Write about: • what to plant • how to maintain it • advantages • any disadvantages (e.g. use of insecticides, maintenance cost, etc) • any additional useful tips a small area of land b stop c thick layer that stops heat, sound, etc from getting in or out d suddenly appear e build; make f preserve g various h small container i to some extent j advantage k very beautiful; impressive l level; part quite (students’own answer)


To personalise the task Ss present their projects










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`Module 3 Entertainment& the Media LESSON: Module 3 Lesson 1 Entertainment & the Media Vocabulary

School:

Date: Teacher name:



8.6.15.1 – use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics; 8.3.7.1 – use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information,

Most learners will be able to: Listen and read for gist, read for specific information, get an overview of a module

Some learners will be able to: Listen and read for gist, read for specific information, talk about forms of entertainment

Assessment criteria Learners have met the learning objective if they can: talk about entertainment

Value links Explore the themes of entertainment, water attraction, TV & the media and festivals around the world

Cross – curricular links

Entertainment & the Media



Plan


Excel Resources


What’s in this module? Read the title of the module Entertainment & the Media and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

Find the page numbers for

Explain/Elicit the meaning of any unknown words, thenSs find the page numbers for the items listed. Ask questions to check Ss’ understanding.

Answer Key a TV guide (p. 35) What programmes do you like to watch? How much TV do watch every day?

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festivals (p. 37) What was the last festival you attended? Do you like attending festivals? Why (not)? a newspaper (pp. 33, 34) Do you read newspapers? How often? Where do you usually learn about the news?


8.6.15.1

8.3.7.1

Vocabulary

1 To present forms of entertainment Direct Ss to the pictures. Play the recording. Ss listen and repeat chorally and/or individually.

2 To express an opinion Ask Ss to discuss the questions in pairs. Monitor the activity around the class and then ask various Ss to tell the class.

Suggested Answer Key I like attending concerts because I love music and the atmosphere at a concert is fascinating.

3 To talk about a past experience Read out the questions and the example. Ask Ss to discuss the questions in pairs. Elicit suitable adjectives from Ss around the class (e.g. nice, fun, exciting, amazing, entertaining, etc). Then ask various Ss to tell the class.

Suggested Answer Key The last time I watched traditional dancing was last summer. It was nice. The last time I went to a water park was two summers ago. It was great fun. The last time I took a guided tour of a museum was two years ago. It was interesting. The last time I attended a concert was last month. It was amazing. The last time I read a classic novel was 3 years ago. It was interesting. The last time I went to the theatre was two weeks ago. It was entertaining.

ENDING THE LESSON

Ss discuss in groups the activities they did the last time

Additional information

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



Reflection Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?


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Module 3 Entertainment& the Media LESSON: Module 3 Lesson 2 Entertainment & the Media Reading 3A

School:

Date: Teacher name:



8.2.6.1 – deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.4.2.1- understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.4.2.1 – understand specific information anddetailintextsona growing range of familiar general and curricular topics, including some extended texts 8.4.2.1 – understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.6.3.1 – use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics 8.6.14.1 – use some prepositions before nouns and adjectives; use prepositions as, like to indicate manner; use dependent prepositions following adjectives on a range of familiar general and curricular topics 8.3.3.1 – give an opinion at discourse level on a wide range of general and curricular topics 8.6.5.1 –use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics 8.6.7.1 –- use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics 8.3.1.1 –use formal and informal registers in their talk on a growing range of general and curricular topics 8.3.7.1 – use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.5.4.1 –use with some support style and register appropriate to a variety of written genres on general and curricular topics 8.4.7.1 –recognisetypical features at word, sentenceandtextlevel inarangeofwritten genres

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn about compound nouns and compound adjectives

Most learners will be able to: Listen and read for gist, read for specific information, learn about compound nouns and compound adjectives, talk about water attractions

Some learners will be able to: Listen and read for gist, read for specific information, learn about compound nouns and compound adjectives, talk about water attractions, recommend and write a blog entry

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Assessment criteria Learners have met the learning objective if they can: talk about water attractions and write a blog entry






Plan


Excel Resources


8.2.6.1

8.4.2.1

1 To introduce the topic and topic-related vocabulary Ask Ss to look at the pictures and then read out the activities in the list. Ask various Ss to say which activities they can do in each place. Play the recording. Ss listen and read the text and check.

Answer Key You can have a fun water experience in all the places. You can take a dip in a pool and slide down a waterslide at Almaty Aqua Park. You can relax in a mineral spring at Chundzha. You can play on a sandy beach at Khan Shatyr.

Recording Video


8.4.2.1

8.6.3.1

2 To read for specific information Explain the task. Allow Ss time to read the questions and then read the texts again and complete the task. Check Ss’ answers.

Answer Key 1 You can find an indoor beach. 2 It comes from the Maldives. 3 They can swim in the pool and go on the waterslides. 4 There are more than 140. 5 It is a five-hour drive.

Refer Ss to the Word List to look up the words in the Check these words box. Play the video for Ss and elicit their comments.

3 To consolidate new vocabulary Allow Ss time to complete the collocations by referring to the texts or using their dictionaries as necessary. Check Ss’ answers around the class.

Answer Key 1 summer 3 tropical 5 mineral 2 entertainment 4 aqua 6 indoor

4 To learn about and identify compound nouns and compound adjectives Read the table aloud and explain compound nouns and adjectives and elicit further examples from Ss around the class. Give Ss time to find examples in the blog.

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8.6.14.1

8.3.3.1

8.6.5.1

8.6.7.1

8.3.1.1

8.3.7.1

8.5.4.1

8.4.7.1

Check Ss’ answers.

Answer Key Compound nouns: entertainment centre, indoor beach, aqua park Compound adjectives: two-week holiday, five-hour drive

5 To present and practise prepositional phrases Read through the list of prepositions and give Ss time to complete the sentences using their dictionaries to check. Check Ss’ answers.

Answer Key 1 on 3 for 5 on 2 on 4 about 6 for

6 To present new vocabulary Read out the list of words give Ss time to complete the sentences using their dictionaries if necessary. Check Ss’ answers.

Answer Key 1 sandy 3 slide 5 sailing 2 dip 4 sunbathe

7 To talk about water attractions Give Ss some time to consider their answers and then ask various Ss to tell the class.

Suggested Answer Key Khan Shatyr is special because it has an indoor beach with sand from the Maldives. Almaty Aqua Park is special because it is a fun water park with lots of waterslides for adults and children. Chundzha is special because it has over 140 mineral springs.

8 To practise recommending Ask Ss to read the useful language box and have two Ss model the example dialogue. Then have Ss take turns and practise recommending the places in the blog in pairs. Monitor the activity around the class and then ask some pairs to practise recommending in front of the class using the useful language.

Suggested Answer Key A: Have you been to the indoor beach at Khan Shatyr? B: Yes, I went there last summer. A: Did you like it? B: It was great.

A: Have you been to Almaty Aqua Park? B: Yes, I went there last summer. A: Did you like it? B: Don’t miss it.

A: Have you been to Chundzha? B: Yes, I went there last summer. A: Did you like it? B: You should go.

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9 To write a blog entry

Ask Ss to copy the headings into their notebooks and then make notes under them. Ask various Ss around the class to use their notes to write a blog entry about a water attraction.

Suggested Answer Key Hello there! If you come to the north of Kazakhstan, I know the perfect place to have fun in Karaganda. It’s the AquaparkDelfin. I go there every weekend in the summer. It’s clean and nice and you can have great fun there. You can go on the waterslides and swim in the pools.

ENDING THE LESSON

Ss discuss present their blogs. Student’s Book: Language review 3a Workbook: 3a









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Module 3 Entertainment& the Media

LESSON: Module 3 Lesson 3 Entertainment & the Media Use of English 3b

School:

Date: Teacher name:



8.6.15.1 –use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 8.5.3.1 –write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

Lesson objectives All learners will be able to: Learn about past simple and past continuous

Most learners will be able to: Learn about past simple and past continuous, learn word formation (-ing/-ed participles), learn comparatives

Some learners will be able to: Learn about past simple and past continuous, learn word formation (-ing/-ed participles), learn comparatives, learn used to/would, talk about types of media

Assessment criteria Learners have met the learning objective if they can: talk about types of media, past events






Plan


Excel Resources


To revise/present the past simple and the past continuous and identify their uses Present the past simple. Say then write on the board: I watched TV yesterday. Underline watched and explain that this verb is in the past simple. Point to a S and say: You watched TV yesterday. Then write it on the board. Point to a male S and say: He watched TV yesterday. Then write it on the board. Present the other persons in the same way. Elicit that the verb is the same in all persons. Explain/Elicit the spelling rules. Write the verbs work, love, play, study, travel and their past simple

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forms on the board: work – worked (most verbs take -ed to form their past simple form), love – loved (verbs ending in -e add -d), study – studied (verbs ending in consonant + -y lose -y and take -ied), play – played (verbs ending in a vowel + -y add -ed), travel – travelled (verbs ending in a vowel + l, p, k, b, etc. double the consonant and add -ed) • Say then write on the board: I didn’t watch TV yesterday. and She didn’t watch TV yesterday. Underline I didn’t in the first sentence and She didn’t in the second sentence. Explain that we use didn’t in all persons to form the negative of the past simple. Point out that the verb is the same in all persons. • Say then write on the board: Did I watch TV yesterday? No, I didn’t. Explain that we use Did + personal pronoun + base form of the main verb to form questions in the past simple. Focus Ss’ attention on the position of did (before the personal pronoun). Point out that we answer in the short form with Yes,/No, + personal pronoun + did/didn’t. • Present the past continuous. Say then write on the board: I was watching TV yesterday afternoon. Underline I was watching and explain that this verb is in the past continuous. Explain that we use the past simple of the verb to be and the main verb + - ing to form the affirmative. Give examples for all persons and explain that we use this tense to talk about actions which were in progress at a specific time in the past. • Say then write on the board: I wasn’t watching TV on Saturday morning. Explain that this is the negative form of the past continuous. Give examples for all persons and elicit that we form the negative of the past continuous with subject pronoun/noun + was/weren’t + main verb + - ing. • Say then write on the board: Was I watching TV last night? Explain that this is the interrogative form of the past continuous. Give examples for all persons and elicit how it is formed. Tell Ss that we answer in the short form with Yes, I was./No, I wasn’t. Ask Ss to read the text and identify the tenses of the verbs 1-9 and then identify the verb forms used for the uses a-f. Check Ss’ answers.

Answer Key 1 past simple 6 past continuous 2 past continuous 7 past continuous 3 past simple 8 past continuous 4 past simple 9 past simple 5 past continuous

a past simple e past continuous b past simple f past continuous/ c past continuous past simple d past continuous

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8.6.15.1

2 To practise the past simple/past continuous Explain the task and give Ss time to complete it. Then check Ss’ answers around the class.

Answer Key 1 were you 6 bought 2 was watching 7 went 3 did you see 8 Did you go 4 was waiting 9 Was driving 5 did Nurislam do 10 got

3 To practise the past simple/past continuous with time adverbs Explain the task and read out the example. Give Sstime to complete the task in closed pairs. Monitor the activity around the class.

Suggested Answer Key I went to the theatre last month. My friend Gulnar and I went on holiday in 2015. I was studying when you called me. Sezim was reading a book while I was listening to music. I stayed home last Saturday. I went to the cinema with Temir two days ago.

ENDING THE LESSON

8.5.3.1

8 To practise making comparisons between films

Ask various Ss around the class to compare two films using the adjectives in the list and following the example.









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Module 3 Entertainment& the Media LESSON: Module 3 Lesson 4 Entertainment & the Media Use of English 3b

School:

Date: Teacher name:



8.6.15.1 – use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 8.5.3.1 – write with moderate grammatical accuracy on a growing range of familiar general and curricular topics










Plan


Excel Resources

BEGINNING THE LESSO


To revise/present the past simple and the past continuous and identify their uses

1 a)To present used to/would Ask Ss to read the theory box and elicit in which sentences we can write would instead of used to.

Answer Key We can use ‘would’ instead of ‘used to’ in sentences that talk about past habits and repeated past actions.

b)To practise used to/would Explain the task and give Ss time to complete it.

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Check Ss’ answers around the class.

Suggested Answer Key 1 used to/would 2 used to 3 used to 4 used to/would 5 used to/would 6 used to/would

8.6.15.1

2 To practise used to/would Ask Ss to look at the pictures and the phrases and read out the example. Then ask various Ss around the class to talk about Salima’s past media activities.

Answer Key Salima used to surf the Internet, watch TV and read magazines when she was twelve. She didn’t use to listen to the radio or read newspapers.

Then elicit Ss’ own past media activities.

Suggested Answer Key I used to read magazines and watch TV when I was twelve. I didn’t use to surf the Internet, listen to the radio or read newspapers.

3 To practise word formation (-ing/-ed participles)

Ask Ss to read the theory box and then explain the task. Give Ss time to complete the task and then check their answers.

Answer Key 1 tiring 3 disappointing 5 excited 2 amazing 4 confused

4 To present and practise comparisons

Go through the theory box with students. Explain the task and then give Sstime to complete the task. Check Ss’ answers.

Answer Key 1 more 4 much 7 much 2 less 5 as 3 as 6 than

ENDING THE LESSON

8.5.3.1

5 To practise making comparisons between films

Ask various Ss around the class to compare two films using the adjectives in the list and following the example.

Suggested Answer Key ‘Guardians of the Galaxy’ is funnier than ‘The Avengers’. ‘Inception’ is more complicated than ‘Shutter Island’. ‘Pitch Perfect’ is more entertaining than ‘High School Musical’.


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Module 3 Entertainment& the Media LESSON: Module 3 Lesson 5 Entertainment & the Media Skills 3c

School:

Date: Teacher name:



8.1.3.1 – respect differing points of view 8.3.3.1 – give an opinion at discourse level on a wide range of general and curricular topics 8.3.6.1 – link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 8.3.7.1 – use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.2.1.1 – understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.2.6.1 – deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.4.5.1 –deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 8.4.2.1 –understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.1.8.1 –develop intercultural awareness through reading and discussion 8.6.15.1 –use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 8.2.2,1 –understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.3.1.1 –use formal and informal registers in their talk on a growing range of general and curricular topics

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with keep

Most learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with keep, decide what to watch on TV

Some learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with keep, decide what to watch on TV, create and present a TV guide

Assessment criteria Learners have met the learning objective if they can: create and present a TV guide




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Plan


Excel Resources


1 To present TV programmes Ask Ss to look at the pictures. Play the recording. Ss listen and repeat chorally and/or individually.

Recording


8.3.3.1

8.3.6.1

8.3.7.1

8.2.1.1

8.2.6.1

8.4.5.1

8.4.2.1

8.1.3.1

2 To identify items from TV/newspapers

Ask Ss to read out the list of items from TV & the Media and then ask Ss to talk in pairs about which of the items you can see on TV and which you can read in the newspaper as well as which of them they prefer. Monitor the activity around the class and then ask some pairs to report back to the class.

Answer Key TV – documentary, film, cartoon, international news, reality show, political discussion, weather, talent show Newspaper – international news, political discussion, comic strip, weather, horoscope

Suggested Answer Key On TV, my favourite is a talent show. In a newspaper, the horoscope is my favourite.

3 To listen and read for specific information

Elicit what, if anything, Ss know about the BBC. Then elicit questions from various Ss around the class and write two of them on the board. Play the recording. Ss listen and read the text and check if their questions are answered.

Suggested Answer Key When was it founded? (1922) What does it do? (It broadcasts on radio, TV and online and produces a wide range of programmes including dramas, sitcoms and educational documentaries.)

Refer Ss to the Word Listto look up the words in the Check these words box.

4 To read for specific information

Ask Ss to read the statements 1-3. Give Ss time to read the text and complete the task. Check Ss’ answers around the class.

Answer Key 1 T 2 F At the time, many people didn’t think that television would ever become popular! 3 F It also produces an exciting range of dramas,

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8.1.8.1

8.6.15.1

8.2.2.1

8.3.1.1

8.3.6.1

8.3.7.1

sitcoms and game shows as well as hundreds of educational documentaries.

Read out the Did you Know? box and elicit Ss’ comments.

5 To consolidate information in a text

Give Ss time to consider their answers to the question and then elicit answers from various Ss around the class.

Suggested Answer Key I think the BBC is a symbol of national identity for the British people because everyone knows what it is, everyone watches it and it has produced so many popular programmes that have been part of people’s lives for so long.

6 To present and practise phrasal verbs with keep

Read out the box and explain the task. Give Sstime to complete the task. Check Ss’ answers.

Answer Key 1 away 2 on 3 up with 4 off

7 To listen for specific information

Explain the task and ask Ss to read the lists. Play the recording. Ss listen and match the people to the programmes. Check Ss’ answers.

Answer Key 1 C 2 H 3 D 4 B 5 E

8 To decide on a TV programme to watch (expressing likes/dislikes)

Explain the task and ask Ss to work in pairs and act out a dialogue using the TV guide and the useful language in the box. Monitor the activity around the class and then ask some pairs to act out their dialogues in front of the class.

Suggested Answer Key A: There’s a documentary on tonight. Do you fancy watching it? B: Not really. I’m not keen on documentaries. Is there anything else on? A: There’s a soap opera on Channel 2. B: I like soap operas. What time is it on? A: 6:40. B: OK! Let’s watch it.

ENDING THE LESSON

9 To create a TV guide

Explain the task. Tell Ss to work in small groups and think of ideas and create a TV guide. Ask various Ss to

Student’s Book: Language Review 3c

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present their TV guide to the class.

Suggested Answer Key Channel 1 Channel 2 10:00 am – News 10:00 am – Time’s Up (quiz show) 10:30 am – Sports Today (sports programme) 10:30 am – Talk Time (chat show) 11:00 am – Weather 11:00 am– Aladdin (film) 11.15 am – Business Week (news) 1:00 pm – Top Cat (cartoon) 12:30 pm – Life on the Steppe (documentary) 1:15 pm – Kazakh Stars (talent show) 1.30 pm – Let’s Cook! (cookeryprogramme) 1:45 pm – Survivor (reality show) 2:00 pm – News 2:15 pm – What now? (sitcom)

Workbook: 3c









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Module 3 Entertainment& the Media LESSON: Module 3 Lesson 6 Entertainment & the Media Everyday English 3d Expressing

School:

Date: Teacher name:



8.2.1.1 – understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.2.5.1 – recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.2.6.1 – deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.1.9.1 – use imagination to express thoughts, ideas, experiences and feelings 8.3.7.1 – use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.8.1 – - use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn intonation when expressing feelings

Most learners will be able to: Listen and read for gist, read for specific information, learn intonation when expressing feelings, roleplay a dialogue

Some learners will be able to: Listen and read for gist, read for specific information, learn intonation when expressing feelings, roleplay a dialogue, make up own dialogue

Assessment criteria Learners have met the learning objective if they can: express feelings with the correct intonation in the dialogues






Plan

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

Excel Resources


1 To practise pronunciation of situational language; to identify phrases which express/ask for opinions Play the recording. Ss listen and repeat chorally and/or individually. Pay attention to Ss’ pronunciation and intonation and correct as necessary. Then elicit which

Recording

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of the items ask for an opinion or express a positive/negative opinion and ask Ss to mark them accordingly. Check Ss’ answers.

Answer Key What was it like?- A It was fantastic!- B The dancers were amazing! -B Did you enjoy it?- A Not really.- C It was nothing special. -C


8.2.1.1

8.2.5.1

8.2.6.1

8.1.9.1

8.3.7.1

8.2.6.1

8.4.8.1

2 To listen and read for specific information

Read out the questions. Play the recording. Ss listen and read the text to find out the answers.

Answer Key Jane was at the ballet. Aidar watched a film with his brother at home. Jane enjoyed the ballet. Aidar didn’t enjoy the film.

3 To learn synonymous phrases

Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class.

Answer Key Of course! = Sure! What did you think of it? = What was it like? Did you have a good time? = Did you enjoy it? It wasn’t great. = It was nothing special.

4 To practise role-playing

Explain the situation and ask Ss to work in pairs and act out a dialogue. Remind Ss that they can use the dialogue in Ex. 2 as a model as well as any ideas of their own to complete the task. Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.

Suggested Answer Key A: Hi, Mary. It’s Nuro. I tried calling you on Saturday night, but you didn’t answer your phone. B: Oh, hi Nuro! Yes, sorry! I was at the theatre. A: Really? What was it like? B: It was fantastic! The show was amazing! What did you do on Saturday? A: Oh, I just stayed home with my brother and we watched a DVD. B: Did you enjoy it? A: Not really. It was nothing special. Listen, do you want to go for a walk later? B: Sure!

5 a) To learn intonation when expressing feelings

Play the recording with pauses for Ss to repeat chorally and/or individually.

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b) To match adjectives to feelings

Read out the pairs of adjectives and explain/ elicit their meanings or ask Ss to look them up in their dictionaries. Play the recording and elicit which adjective best describes each speaker’s feelings. Check Ss’ answers Play the recording again with pauses for Ss to repeat chorally and/or individually.

Answer Key 1 ➘ 2 ➚ 3 ➘ 4 ➚ 1 a 2 a 3 b 4 a

ENDING THE LESSON

Make up your dialogue.









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Module 3 Entertainment& the Media LESSON: Module 3 Lesson 7 Entertainment & the Media Across cultures 3e

School:

Date: Teacher name:



8.1.8.1 –intercultural awareness through reading and discussion 8.2.1.1 –understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.2.6.1 –deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.4.1.1 –understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.4.2.1 – understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.3.1.1 – use formal and informal registers in their talk on a growing range of general and curricular topics 8.1.10.1 – use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.5.6.1 – link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information

Most learners will be able to: Listen and read for gist, read for specific information, present two festivals

Some learners will be able to: Listen and read for gist, read for specific information, present two festivals, write about cultural festival

Assessment criteria Learners have met the learning objective if they can: present and write about festivals






Plan

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Excel Resources


8.1.8.1

8.2.1.1

8.2.6.1

8.4.1.1

1 To introduce the topic; to listen and read for specific information Direct Ss’ attention to the pictures and elicit what festivals they show and what, if anything, they know about them. Play the recording. Ss listen and follow the text in their books to find out.

Answer Key The festivals are Shakespeare’s Birthday and the Festival of Nomadic Civilisation.

Recording


8.4.2.1

8.3.1.1

8.4.1.1

8.1.10.1

8.5.6.1


Read the questions aloud one at a time and ask Ss to read the texts again and answer them. Check Ss’ answers.

Answer Key 1 He was born in Stratford-upon-Avon. 2 He/She carries ‘the quill’. 3 The mayor puts flowers on Shakespeare’s grave. 4 It is held in Astana. 5 They can try food and traditional crafts and attend music and dance performances. 6 It is the only festival in the world that celebrates traditional nomadic culture.

Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the video for Ss and elicit their comments

3 To complete a table and present two festivals

Ask Ss to copy the table into their notebooks. Give Ss time to read the texts again and then complete the table. Ask various Ss to use the table to present the festivals to the class.

Suggested Answer Key

Shakespeare’s Birthday is on 23rd April. It takes place in Stratford-Upon-Avon. There is a parade which a teenager leads and carries ‘the quill’. There are also people in traditional costumes, marching bands and schoolchildren. The mayor puts flowers on Shakespeare’s grave. Then there are concerts, competitions and dancing.

The Festival of Nomadic Civilisation takes place in July in Astana. There is a mini tent village of yurts with food and traditional crafts as well as music and dance performances

4 To write a short text about a cultural festival

Explain the task and ask Ss to work in small groups and

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collect information from the Internet about a cultural festival in their country and make notes. Then ask Ss to use their notes to write a short text. Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson.

Suggested Answer Key The Navroz Festival takes place on 22nd March in towns and cities across the country. There are polo matches, folk dancing and music performances. It is a celebration of the new year and people cook and eat lamb.

Time of year Place Activities Shakespeare’s Birthday 23rd April Stratford- upon- Avon

Parade, teenager leads and carries ‘the quill’, people in traditional costumes, marching bands, schoolchildren, mayor puts flowers on grave, concerts, competitions, dancing

Festival of Nomadic Civilisation

July Astana Mini tent village of yurts, food, traditional crafts, music and dance performances.

ENDING THE LESSON

Speak about other famous festivals. Student’s book: Language Review 3e

Workbook: Vocabulary Bank3









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Module 3 Entertainment& the Media

LESSON: Module 3 Lesson 8 Entertainment & the Media Across the curriculum 3f

School:

Date: Teacher name:



8.2.2.1 – understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.4.6.1 – recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.4.2.1 – understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.3.1.1 – use formal and informal registers in their talk on a growing range of general and curricular topics 8.3.6.1 – link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges


Most learners will be able to: Listen and read for gist, read for specific information, read for order

Some learners will be able to: Listen and read for gist, read for specific information, read for order, present a monologue

Assessment criteria Learners have met the learning objective if they can: present a monologue






Plan


Excel Resources


8.2.2.1

8.4.6.1

1 To introduce the topic and listen and read for specific information Ask Ss to read the statements 1-4. Elicit Ss’ guesses as to which one is incorrect. Play the recording. Ss listen and read the text to check if their guesses were correct. Answer Key 4 is incorrect

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8.4.2.1

8.3.1.1

8.3.6.1

2 To read for order

Ask Ss to read statements 1-5. Give Ss time to read the text again and complete the task. Check Ss’ answers around the class.

Answer Key 3, 5, 1, 2, 4

Refer Ss to the Word List to look up the words in the Check these words box. Play the video and elicit Ss’ comments.

3 To consolidate comprehension of a text

Give Ss time to read the text again and label the diagram writing their answers in the notebook. Check Ss’ answers.

Answer Key 1 eardrum 2 stirrup 3 cochlea

4 To prepare a monologue; to consolidate information from a text

Ask Ss to use the diagram to prepare a monologue. Then ask various Ss to give their monologue to the class about how we hear. Record the monologues.

Suggested Answer Key Sound travels in waves and these are collected in the outer ear. Then they go through the ear canal and hit the eardrum which vibrates. This moves some little bones in our ears called the hammer, the anvil and the stirrup which bump against each other and move the sound along into the cochlea. This is a curved tube that looks like a snail shell. The sound waves move to the nerves here that create signals to tell the brain what we can hear.

ENDING THE LESSON

Ss present their monoluges.







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Module 3 Entertainment& the Media LESSON: Module 3 Lesson 9 Entertainment & the Media Writing 3g

School:

Date: Teacher name:



8.4.1.1 – understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts 8.4.5.1 – deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 8.6.15.1 – use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 8.4.8.1 – use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 8.5.1.1 – plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics


Most learners will be able to: Listen and read for gist, read for cohesion and coherence

Some learners will be able to: Listen and read for gist, read for cohesion and coherence, write an email reviewing a concert

Assessment criteria Learners have met the learning objective if they can: write an email reviewing a concert






Plan


Excel Resources


8.4.1.1

8.4.5.1

1 To read for specific information Ask Ss to read the email and then elicit answers to the questions.

Answer Key Nazira is writing it. Nazira and Rustam went to an Ed Sheeran concert.

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8.6.15.1

8.4.8.1

8.5.1.1

2 To read for cohesion and coherence

Explain the task and ask Ss to read the email again. Give Sstime to complete the task. Check Ss' answers.

Answer Key 1 amazing 4 boring 2 interesting 5 exhausted 3 excited

Ask Ss to use the Word List to look up the meanings of the words in the Check these words box.

3 To identify adjectives in a model

Read the Study Skills box aloud and then elicit which adjectives the writer uses for the nouns in the list. Check Ss' answers.

Answer Key the crowd: enthusiastic the atmosphere: electric the performance: brilliant the music: lively the singer: great

4 To substitute adjectives

Ask Ss to read the paragraph and then to substitute the adjectives 1-4 for suitable alternatives from the list. Check Ss' answers.

Answer Key 1 excellent 2 talented 3 lively 4 catchy

5 To write an email

Explain the task and give Ss time to write their emails using the plan to help them. Remind Ss to use the email in Ex. 1 as a model and to use appropriate adjectives. Remind Ss to check their piece of writing and edit it. Check Ss' answers. Alternatively, assign the ask as HW and check Ss' answers in the next lesson.

Suggested Answer Key Hi James! How are things? Guess what! I went to a concert last weekend and it was fantastic! It was in London. I went with my sister, Dana. We both like Adele, so we were really excited to see her perform. We arrived on time, but we had to wait patiently while the support group played. They weren’t very good, but Adele was well worth the wait! She sang a mix of old and new songs and gave a brilliant performance. The crowd was really enthusiastic and everyone was singing along. It was an amazing atmosphere! After the concert, Dana and I bought T-shirts to remember the event. It was a wonderful evening – the music was fantastic and Adele was incredible. Don’t miss the chance to see Adele if she is performing a concert near you! Take care and write soon. Assel

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ENDING THE LESSON

Sspresent their writings. Student’s Book: Self-Check3

Workbook´3g




Cross-curricular links Health and safety check





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Module 3 Entertainment& the Media LESSON: Module 3 Lesson 10 Entertainment & the Media Summative assessment for Unit 3 Edutainment 3

School:

Date: Teacher name:



8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.5.5.1 - develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics; 8.5.7.1 - use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.6.1.1 - use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics; 8.6.2.1 - use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics; 8.6.1.13 - use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics; 8.6.17.1 - use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics 8.3.3.1 – give an opinion at discourse level on a wide range of general and curricular topics 8.3.7.1 – use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.5.8.1 – spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn about values

Most learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz

Some learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz, write a quiz

Assessment criteria Learners have met the learning objective if they can: discuss the values





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Plan


Excel Resources


8.1.1.1, 8.5.5.1, 8.5.7.1,

8.6.1.1, 8.6.2.1, 8.6.1.13,

8.6.17.1

Summative assessment for Unit 3 (20 min)


8.3.3.1

8.3.7.1

1 To learn about the value of entertainment and express opinion

Ask Ss to read the list of reasons entertainment is important and ask Ss to use the list to tell the class Then elicit further reasons from Ss around the class. (Ss' own answers)

2 Preparing a poster

Explain the task and ask Ss to research on the Internet and gather information to prepare a poster. Give Ss time to complete the task and then ask various Ss to show their posters to the rest of the class.

Suggested Answer Key 13th February –World Radio Day 21st March –World Poetry Day & World Puppetry Day 27th March –World Theatre Day 23rd April –World Book Day 29th April –International Dance Day 30th April –International Jazz Day 18th May –International Museum Day 21st June –World Music Day 21st November –World Television Day

3 To prepare an advert

Ask Ss to work in small groups and decide how to celebrate one of the days in Ex 2. Ask them to make notes under the headings and then use their notes to write an advert. Ask various groups to present their ideas to the class.

Suggested Answer Key Day: World Book Day, 23rd April Place: school library Time: 9 am – 3 pm Decorations: posters of popular authors Events: fancy dress competition (come as your favourite book character), book fair, readings, special guests

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8.5.8.1

World Book Day Come and celebrate World Book Day on 23rd April in the school library from 9 am – 3 pm. There will be a fancy dress competition so come as your favourite book character. There will also be a book fair, with readings from popular books by some special guests. Don’t miss it!

4 To test knowledge learnt in this module/ to do a quiz

Explain the task. Allow Ss some time to read the statements and mark them as true or false.

Tell Ss they can review the module and find the relevant information to help them if necessary. • Check Ss’ answers.

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

5 To consolidate vocabulary learnt in the module/to write a quiz

Explain the task and allow Ss time to work in pairs and look through the module and think of quiz items. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. Khan Shatyr is a huge entertainment centre. [T]) Ss can swap their quiz with another pair and do it and then report back to the class.

Suggested Answer Key 1 There is an indoor beach is Astana. [T] 2 Chundzha has 240 mineral springs. [F] 3 The BBC only broadcasts television. [F] 4 Queen Elizabeth II had her coronation in 1953. [T] 5 The Festival of Nomadic Civilisation is in Almaty. [F] 6 Shakespeare’s birthday is in July. [F]

6 Song To complete a song

Read out the list of words/phrases and explain/elicit the meanings. Give Ss time to read the song and complete the gaps using the words in the list Play the recording. Ss listen and read and check if their answers were correct.

Suggested Answer Key 1 mind 5 right 9 defeat 2 free 6 bright 10 win 3 happy 7 day 4 world 8 troubles

ENDING THE LESSON

7 To discuss the main message of the song and express an opinion

Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their

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answers and their opinions with the class.

Suggested Answer Key The singer feels happy and carefree when he/she listens to music. I also feel happy when I listen to music and it helps me escape my worries for a while.










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Module 3 Entertainment& the Media LESSON: Module 3 Lesson 11 Project work Green issue Animals

School:

Date: Teacher name:




Lessono bjectives All learners will be able to: use some language from the module to express views and pose some relevant activity accurately Most learners will be able to: use a range of language from the module to express views and pose a range of relevant activity accurately Some learners will be able to: use a wide range of language from the module to express views and pose a range of relevant activity accurately

Previous learning Environmentvocabulary Plan


Teacher Notes

Beginning the lesson

8.3.7.1

1 Describe the picture. How does it make you feel?

Suggested Answer The picture shows two bears that are living in the wild in their natural habitat. I feel very happy seeing animals enjoying their freedom in this way. Bears are magnificent animals and it worries me that they are now an endangered species.

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Main activities

8.4.2.1

8.3.7.1 8.2.5.1

8.3.5.1

8.3.5.1

8.1.1.1

2 Read the title of the text. The words in the box appear in it. What can the text be about? Read through and check.

Suggested Answer I think the text is about abear/bears that are not properly looked after or are being treated badly. 3. Read the text again and answer the questions. 1 The first seven years of Mitsos’ life were horrible. 2 In 1992, Mitsos was rescued and sent to the ARCTUROS sanctuary a year later. 3 ARCTUROS is an organisation that looks after orphaned or mistreated European brown bears. 4 The sanctuary has fixed Mitsos’ dental problems and restored him to health. 5 The sanctuary protects European brown bears. 6 You can help by adopting one of the bears at the sanctuary and you can donate money too. 4. Now match the words/phrases (1-8) to their meanings (a-h) below. 1 e 2 h 3 a 4 f 5 b 6 c 7 d 8 g 5. What do these words refer to? 1 having his teeth knocked out 2 the staff at the sanctuary 3 the young bears 4 the reader 6. What can you do to help animals like Mitsos? In three minutes write a few sentences on the topic. Read them to the class. Suggested Answer We can raise awareness of people about wild animals being abused. We can donate or raise money for the upkeep of sanctuaries such as ARCTUROS. We can help to stop activities such as bear dancing.


7 Use the Internet and/or other available resources to find a similar story. Then present it to the class




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119

MODULE 4 “Sport, Health and Exercise” LESSON: Module 4 Lesson 1 School: Date: Teacher name:



8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1 - understand the detail of an argument on a growing range of familiar general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics;

Lesson objectives All learners will be able to: use some target vocabulary successfully in response to prompts and identify some specific information in reading task Most learners will be able to: use most target vocabulary successfully in response to prompts and identify most specific information in reading task Some learners will be able to: use most target vocabulary accurately and flexibly in response to more challenging prompts and identify all specific information in reading task

Previous learning entertainment

Plan


Teacher Notes


Read the title of the module Sport, Health and Exercise and ask Ss to suggest what they think it means. Go through the What’s in this module and stimulate a discussion to prompt Ss’ interest in the module.

Main Activities 8.3.7.1

To present physical activities Ask Ss to look at the pictures. Play the recording with pauses for Ss to repeat chorally and/or individually. To discuss activities and express an opinion Ask Ss to discuss the questions in pairs. Monitor the activity around the class and then ask various Ss to tell the class.

broomstick • pitch • keeper • hoop • score • guard • athlete • teamwork • chest • serve • net • set up

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8.2.1.1 8.2.4.1 8.2.4.1

To present and practise vocabulary for hobbies and leisure activities Explain the task. Allow Ss a minute to write down as many different Sport, Health and Exercise activities. Ss compare answers with a partner. Ask some Ss around the class to present answers, and make a list on the board. To predict the content of the text To introduce the topic; to listen and read for gist Ask Ss to look at the picture. Elicit what if anything Ss know about Quidditch and Harry Potter. Play the recording. Ss listen and read the text to find out. Elicit answers from Ss around the class. To read for specific information & main ideas Read out the Study Skills box and tell Ss that this tip will help them to complete the task successfully Give Ss time to read the texts again and read the sentences and then match them to the sports. Check Ss’ answers. Play the video for Ss and elicit their comments. Refer Ss to the Word List to look up the words in the Check these words box. To consolidate new vocabulary Direct Ss to the words in bold in the texts and then give them time to match them to the synonymous words/phrases in the list. Check Ss’ answers.

Ending the lesson To express an opinion Ask Ss to discuss the questions in pairs. Monitor the activity around the class and then ask various Ss to tell the class.





more and less challenging expansion questions in vocabulary checking activities

plenary questions in checking understanding of new words

values links: leading a healthy life.

more modelling and drilling of new words in monitoring and supporting less able groups

monitoring of pronunciation of new words in pair and group tasks

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Lesson plan LESSON: Module 4 Lesson 2 School: Date: Teacher name:



8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1 - understand the detail of an argument on a growing range of familiar general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.5.2.1 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics;

Lesson objectives All learners will be able to: use some target vocabulary successfully in response to prompts and identify some specific information in reading task Most learners will be able to: use most target vocabulary successfully in response to prompts and identify most specific information in reading task Some learners will be able to: use most target vocabulary accurately and flexibly in response to more challenging prompts and identify all specific information in reading task Previous learning entertainment

Plan


Teacher Notes


Main Activities 8.2.1.1 8.2.4.1

To revise the content of the text To introduce the topic; to listen and read for gist Ask Ss to look at the picture. Elicit what if anything Ss know about Quidditch and Harry Potter. Play the recording. Ss listen and read the text to find out. Elicit answers from Ss around the class.


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8.2.4.1 8.2.4.1

To form compound noun Explain the task and give Ss time to complete it. Check Ss’ answers and then give Ss time to make sentences using them and elicit sentences from Ss around the class.. To present and practise verbs related to sports Read through the list of verbs and give Ss time to complete the sentences using their dictionaries to check. Check Ss’ answers To practise word formation for people nouns Explain the task and read out the example. Ask Ss to copy the table into their notebooks and then complete it. Check Ss’ answers.

Ending the lesson To express an opinion Ask Ss to discuss the questions in pairs. Monitor the activity around the class and then ask various Ss to tell the class.




Cross-curricular links Health and safety check ICT links Values links more and less challenging expansion

questions in vocabulary checking activities

plenary questions in checking understanding of new words

values links: leading a healthy life.

more modelling and drilling of new words in monitoring and supporting less able groups

monitoring of pronunciation of new words in pair and group tasks



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8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1 - understand the detail of an argument on a growing range of familiar general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.5.2.1 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.6.17.1 - use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics

Lesson objectives All learners will be able to: produce some target language with correct pronunciation and communicate some ideas successfully in article writing task Most learners will be able to: produce most target language with correct pronunciation, communicate a range of ideas successfully in article writing task, showing some features of organisation Some learners will be able to: produce most target language with correct pronunciation, communicate a range of ideas successfully in article writing task with good overall coherence and cohesion


Plan


Teacher Notes


Ask learners to recall vocabulary form text in previous lesson To practise vocabulary from the text Explain the task. Allow Ss time to complete the sentences. Check answers.

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8.5.2.1

To present and practise places related to sports Read through the list of places and give Ss time to complete the sentences using their dictionaries to check. Check Ss’ answers. To present sports Ask Ss to work in small groups and then give Ss time to write the headings in their notebooks and make notes under them about a sport that people play in Ss’ country. Ask various group to present the sports to the class. To write a short article To invent a sport and present it to the class Explain the task and have Ss make notes under the headings. Ask various Ss to use their notes to present their sport to the class. Pair work Ss work in closed pairs. Explain the task and ask Ss to copy the headings in the rubric in their notebook and make notes under the headings. Go around the class and offer assistance and suggestions. Give Ss time to complete the task and then ask various Ss to read out their articles to the class. Alternatively, assign the task as HW and ask Ss to read out their articles in the next lesson.


Ending the lesson Check Ss’ answers.




Cross-curricular links Health and safety check ICT links Values links provide more guidance e.g. sentence

starters for written task with weaker groups

monitor pronunciation in pair and plenary work

cross-curricular links: languages [ features of an article]

challenge more able learners by asking them to expand on two points in their writing

take in writing and highlight one or two areas for improvement

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8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1 - understand the detail of an argument on a growing range of familiar general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.5.2.1 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.6.17.1 - use if / unless/ if only in second conditional clauses and wish [that] clauses [present reference]; use a growing variety of relative clauses including why clauses on a range of familiar general and curricular topics

Lesson objectives All learners will be able to: produce some target language with correct pronunciation and communicate some ideas successfully in article writing task Most learners will be able to: produce most target language with correct pronunciation, communicate a range of ideas successfully in article writing task, showing some features of organisation Some learners will be able to: produce most target language with correct pronunciation, communicate a range of ideas successfully in article writing task with good overall coherence and cohesion


Plan


Teacher Notes


Elicit from learners what they already know about the difference in usage between will and be going to

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Main Activities 8.4.3.1 8.3.5.1 8.5.2.1 8.6.8.1

4b To present will/be going to Present the future simple (will). Say then write on the board: I’m thirsty. I will drink some water. and Next week he will buy a new laptop. Underline I will drink and he will buy and explain that these verbs are in the future simple. Explain that we use will + the base form of the main verb to form the affirmative. Explain that we use this tense to talk about on-thespot decisions and predictions based on what we think. Say then write on the board: Will you go out tonight? No, it’s raining. I will not/won’t go out tonight. Underline Will you go and I will not/won’t go and explain that there are the interrogative and negative forms of the future simple. Give examples for all persons and explain that we form the negative with will + not + the base form of the main verb and the interrogative with will + personal pronoun + the base form of the verb. Present be going to. Say then write on the board: I am going to buy a smartphone. Explain that we use be going to + infinitive to talk about plans and future intentions. Say then write on the board: Look out! You’re going to fall! Explain that we also use be going to for predictions based on what we can see. To practise will/be going to Ask Ss to read the decisions 1-6 and ask and answer in pairs using will/be going to and following the example. Monitor the activity around the class and then ask some pairs to ask and answers in front of the rest of the class. To present the present continuous (future meaning) Elicit when we use the present continuous with a future meaning. (We use the present continuous for fixed future arrangements.) Elicit examples from Ss around the class. (I’m playing football after school. I’m staying in tonight.) Explain the task and ask Ss to match the sentences to what they express and then check Ss' answers

Ending the lesson Check Ss’ answers.




Cross-curricular links Health and safety check ICT links Values links provide more guidance e.g. sentence

starters for written task with weaker groups

monitor pronunciation in pair and plenary work

cross-curricular links: languages [ features of an article]

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challenge more able learners by asking them to expand on two points in their writing

take in writing and highlight one or two areas for improvement



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CLASS: Number present: absent: Learning objectives(s) that this lesson is contributing to

8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.6.15.1 - use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.3.6.1 - link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.5.1.1 - plan, write, edit and proofread work at text level with little support on a range of general and curricular topics; 8.5.5.1 - develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics; 8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.6.1.10 - use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;

Lesson objectives All learners will be able to: identify some main points and some specific information in the text successfully and utilise some language in the text to express a view Most learners will be able to: respond to most gist prompts accurately and identify most specific information in the text successfully and utilise some language in the text to express views Some learners will be able to: respond to most gist prompts accurately and fluently and identify all specific information in the text successfully and utilise a range of language in the text to express views

Previous learning grammar conditionals

Plan Planned timings Planned activities Excel

Resources Teacher Notes


To stimulate interest in the topic To introduce the topic; to listen and read for gist Ask Ss to look at the picture. Elicit what if anything Ss know about Quidditch and Harry Potter. Play the recording. Ss listen and read the text to find out. Elicit answers from Ss around the class.

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Main Activities 8.4.2.1 8.4.2.1 8.4.2.1

To read for specific information Read out the Study Skills box and tell Ss that this tip will help them to complete the task successfully. Give Ss time to read the texts again and read the sentences and then match them to the sports. Check Ss’ answers. Play the video for Ss and elicit their comments. Refer Ss to the Word List to look up the words in the Check these words box. To read for specific information Explain the task. Allow Ss time to read the questions and answer them referring to the text as necessary. Check Ss’ answers. To consolidate new vocabulary Direct Ss to the words in bold in the texts and then give them time to match them to the synonymous words/phrases in the list. Check Ss’ answers.

benefit • change mood • spotty face • pressure • temptation • give up • physical health • burn fat • build muscle • lower • diabetes • heart disease • fight stress • endorphins • epinephrine • boost • concentration level • brain cell

Ending the lesson To personalise the topic; To express an opinion Ask Ss to discuss the questions in pairs. Monitor the activity around the class and then ask various Ss to tell the class.




Cross-curricular links Health and safety check ICT links Values links monitor weak groups in reading

activities and provide oral prompts to support understanding

checking of reading comprehension answers

values links: respecting tradition

challenge stronger learners to justify answers through questioning when eliciting views.

monitoring oral production in whole class feedback



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8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.6.15.1 - use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.3.6.1 - link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.5.1.1 - plan, write, edit and proofread work at text level with little support on a range of general and curricular topics; 8.5.5.1 - develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics; 8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.6.1.10 - use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;

Lesson objectives All learners will be able to: use dictionary to locate some target meanings and uses, identify some target information in listening activity and communicate some views comprehensibly in speaking tasks Most learners will be able to: use dictionary to locate most target meanings and uses, identify most target information in listening activity and communicate a range of views in speaking tasks Some learners will be able to: use dictionary to locate all target meanings and uses, identify most target information in listening activity and communicate a range of developed views in speaking tasks

Previous learning consolidate new vocabulary




Elicit words from previous lesson from learners by placing jumbled letter words on board

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Main Activities 8.2.2.1 8.2.2.1 8.4.6.1 8.2.2.1 8.6.1.1

To predict the topic of the text; to read for specific information Read the title of the text aloud and direct Ss' attention to the pictures. Elicit Ss' guesses as to what some of the benefits of exercising may be. Give Ss time to read the text and find out. To read for cohesion and coherence; to consolidate new vocabulary Ask Ss to read the parts of sentences (1-7) and then allow Ss time to read the text again and complete the task. Check Ss' answers. Give Ss time to look up the meanings of the words in the Check these words box. Ask Ss to explain the words in bold in the text. To present and practise phrasal verbs with put Read out the box and explain the task. Give Ss time to use them to complete the sentences. Check Ss' answers and read out the Study Skills box and elicit sentences from Ss around the class (optional). To present and practise prepositional phrases Explain the task and give Ss some time to complete it then check Ss’ answers. To listen for specific information Explain the task and ask Ss to read the statements 1-7 and underline what they think are the key words that will help them to complete the task. Play the audio and give Ss time to complete the task and then check their answers. To consolidate information in a text; to express a personal opinion Ask Ss to talk in pairs about how the information in the text can help them personally. Ask various Ss to tell the class.

Ending the lesson To write an email giving advice Explain the task and allow Ss time to complete the task including all the points in the rubric. Ask various Ss to read out their emails to the class. Alternatively, assign the task as HW and ask Ss' to share their answers in the next lesson. Portfolio





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monitor pair speaking work and support less able groups with modelling and prompting

use thumbs up and down checking technique for listening comprehension checking

Health and safety: presenting their hobby [learners are asked to make a health and safety comment]

set more able learners a more structured challenge for the poster task e.g. list five benefits of your chosen hobby

monitoring of accuracy and fluency in poster presentation task



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MODULE 4 Sport, Health and Exercise LESSON: Module 4 Lesson 7 School: Date: Teacher name:


8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.6.1 - link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.1.3.1 - respect differing points of view; 8.1.7.1 - develop and sustain a consistent argument when speaking or writing

Lesson objectives All learners will be able to: take part in some exchanges using some target language accurately and intelligibly and identify some target information in listening task Most learners will be able to: take part in a range of exchanges using most target language accurately and intelligibly and identify most target information in listening task Some learners will be able to: take part in a range of exchanges using most target language accurately and with clear pronunciation and identify all target information in listening task

Previous learning Revision of the previous lesson




To present language related to making plans Explain the task. Play the recording. Ss listen and repeat chorally and/or individually. Check Ss’ intonation and pronunciation. Allow Ss time to identify the stressed syllables. Check Ss’ answers.


To practise pronunciation of situational language Play the recording. Ss listen and repeat chorally and/or individually. Pay attention to Ss’ pronunciation and intonation and correct as necessary To listen and read for gist Refer Ss to the sentences in Ex. 1 again and elicit Ss’ guesses as to what the dialogue is about. Play the recording. Ss listen and read the text to find out.

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8.4.2.1 8.1.1.1 8.3.5.1 8.3.6.1 8.2.2.1 8.3.6.1

To read for specific information Give Ss time to read the dialogue again and then elicit answers to the questions. To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. To practise role-playing Explain the situation. Remind Ss that they can use the dialogue in Ex. 2 as a model, the ideas provided as well as any ideas of their own to complete the task. Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.

Ending the lesson To present/practise pronunciation of \ju…\, \u…\ Play the recording with pauses for Ss to repeat chorally and/or individually. Check Ss’ intonation.





monitor less able groups in role play and production tasks and support with further modelling and drilling

monitor accuracy and interaction appropriacy in role play tasks

cross curricular links: languages [sounds of English/ sounds of L1]

challenge more able learners to give more expansive answers in response to role play prompts

monitor pronunciation performance in final activity



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Lesson objectives

All learners will be able to: identify some specific information and main ideas in text and use some language from the text accurately to craft a short text on hobbies Most learners will be able to: identify most specific information and main ideas in text and use a range of language from the text to craft a short coherent text on hobbies Some learners will be able to: identify all specific information and most main ideas in text and use a range of language from the text to craft a short coherent text on hobbies in which some ideas are developed,

Previous learning

practise pronunciation of \ju…\, \u…\ Play the recording with pauses for Ss to repeat chorally and/or individually. Check Ss’ intonation.

Plan Planned timings

Planned activities Excel Resources

Teacher Notes


To predict content of a text Explain the task. Elicit how the words might relate to the text. Play the recording. Ss listen and read. Check Ss’ answers.


To introduce the topic and predict the content of a text Ask Ss to look at the pictures and then ask Ss to discuss the questions in pairs. Elicit answers from Ss around the class. To listen and read for specific information Elicit what if anything Ss know about the athletes an then elicit various questions from Ss around the class and write two of them on the board. Play the recording. Ss listen and read to see if they can answer the questions.

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8.1.1.1 8.8.1.1

To read for specific information Ask Ss to copy the table into their notebooks and then give them time to complete it with information from the text. Ask various Ss to use their completed table to present the athletes to the class. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the video for Ss and elicit their comments To understand the purpose of the texts Elicit the purpose of the texts from the options provided.

Ending the lesson

To write a short article Explain the task and ask Ss to think about a sporting legend in their country and research online for information about them and make notes under the headings. Then give Ss time to write a short article. Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson.





provide support to less able learners in writing task by providing more of a guided writing template e.g. sentence starters

monitor sentence writing task and note errors for delayed feedback to whole class on board

values links: benefits of being active

challenge more able learners to divide their short text into two distinct paragraphs

take-in learner writing to assess



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Lesson objectives All learners will be able to: identify some relevant information in the text and use some target language to give advice about staying healthy and active Most learners will be able to: identify most relevant information in the text and use a range of target language to give advice about staying healthy and active Some learners will be able to: identify most relevant information in the text, use it effectively in sentence transfer task and use a range of target language to give advice about staying healthy and active

Previous learning




To introduce the topic; to read for specific information Read the rubric aloud. Give Ss time to read the text and find out about which type of muscles we use for the actions listed.

Main Activities 8.4.2.1 8.1.1.1 8.8.1.1

To read for cohesion and coherence Ask Ss to read the text again and for each gap (1-7) choose from the options (1-4). Allow Ss time to complete the task and then ask them to check their answers with their partner. To consolidate vocabulary and information in a text Allow Ss time to look up the meanings of the words in bold in the text using their dictionaries as necessary. Then ask Ss to ask and answer

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comprehension questions about the information in the text in pairs. To give a presentation on muscles Ask Ss to copy the headings into their notebooks. Play the recording and ask Ss to listen and read the text and make notes under the headings. Then ask individual Ss to come up in front of the class and give a short presentation on muscles using their notes. To introduce the topic and read for specific information Read out the title of the essay. Ask Ss to think of two reasons for and two against exercising in groups. Give Ss time to read the essay and then check if their reasons are mentioned. Check Ss’ answers To read for structure Ask Ss to read the essay and identify the paragraphs that contain the items mentioned. Check Ss’ answers.

Ending the lesson Check Ss’ answers




Cross-curricular links Health and safety check ICT links Values links monitor, guide and support less able

learners to produce correct sentences in pair/group advice sentence task

monitor sentence production in information transfer and sentence writing task – feedback on errors to whole class

values link: healthy minds and bodies

set an extension challenge in final writing task for more able learners e.g. organise advice under two separate headings.

take in learners’ final task writing to assess



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Lesson objectives All learners will be able to: organise and link some ideas accurately and produce some appropriate features of an email Most learners will be able to: organise and link some ideas accurately and produce a range of appropriate features of an email Some learners will be able to: organise and link most ideas accurately with good use of cohesive ties and produce a range of appropriate features of an email

Previous learning




To substitute linking words/phrases for suitable alternatives Ask Ss to read the Study Skills box.

Main Activities 8.1.3.1 8.1.7.1 8.3.5.1

Direct Ss to the underlined linking words/phrases in the text and give Ss time to complete the task. Then elicit answers from various Ss. Elicit answers from some Ss. To match arguments and justifications/ examples and identify pros/cons Ask Ss to read the table and then give them time to match the arguments with the justifications/ examples. Check Ss’ answers and then elicit which ones are pros/cons. To write a short for-and-against essay Tell Ss to use their answers to Ex. 4, the plan and the essay in Ex. 2 as a model to help them complete the

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task. Remind them to include a variety of linkers. Give Ss time to write their essay and then check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson. Check Ss’ answers. Ask some Ss to read their a for-and-against essay in the class To learn about the value of fitness and personalise the topic Ask Ss to read the list of statements about fitness and tick the ones that apply to them To discuss the value of fitness Ask Ss to discuss the question in pairs and then ask some Ss to share their answers with the rest of the class. To design and present a Sports Day schedule Divide the class into small groups and explain the task. Give Ss time to think about the points in the list and design a schedule for a Sports Day.

Ending the lesson Ask various groups of Ss to present their Sports Day to the class.





provide support for final writing task by providing less able learners with sentence starters

monitor ‘linkers’ activity as learners complete in groups. Note common problems for feedback to whole groups

ICT links: features of email correspondence

set an extension challenge in final writing task for more able learners e.g. refer twice to a previous email you received from a friend.

take in extended email writing for assessment



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MODULE 4 Sport, Health and Exercise LESSON: Module 4 Lesson 11 School: Date: Teacher name: CLASS: Number present: absent: Learning objectives(s) that this lesson is contributing to

8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.1.1.1 – use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.6.1 - link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.1.3.1 - respect differing points of view; 8.1.7.1 - develop and sustain a consistent argument when speaking or writing

Lesson objectives All learners will be able to: use some language from the module to express views and pose some relevant questions accurately Most learners will be able to: use a range of language from the module to express views and pose a range of relevant questions accurately Some learners will be able to: use a wide range of language from the module to express views and pose a range of relevant questions accurately

Previous learning

Plan


Teacher Notes


To test knowledge learnt in this module/ to do a quiz Explain the task. Allow Ss some time to read the statements and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers.

Main Activities 8.1.3.1 8.1.7.1 8.3.5.1

Check the Ss knowledge of the module 4 . SA4 To test knowledge learnt in this module6 Explain the task. Allow Ss some time to do the work. To consolidate vocabulary learnt in the module/to write a quiz Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an

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example (e.g. Quidditch comes from the Harry Potter books. [T]) Ss can swap their quiz with another pair and do it and then report back to the class

Ending the lesson To predict the content of a song To listen and read for gist Ask Ss to look at the pictures and read out the title of the song. Elicit Ss’ guesses as to what the song is about. Play the recording. Ss listen and read and check if their guesses were correct. To personalise the task To discuss your lifestyle Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers with the class.











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MODULE 5 “Reading for pleasure” LESSON: Module 5 Lesson 1 School: Date: Teacher name:


8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1 - understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts; 8.1.8.1 - develop intercultural awareness through reading and discussion 8.2.8.1 understand extended narratives on a range of general and curricular topics 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres;

Lesson objectives

All learners will be able to: identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support Most learners will be able to: identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support Some learners will be able to: identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Previous learning

general adjectives used to describe non-fictional characters



Teacher Notes


What’s in this module? Read the title of the module Reading for pleasure and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. To introduce the topic

Main Activities 8.2.1.1 8.5.3.1 8.4.2.1 8.4.3.1 8.1.8.1 8.4.7.1

To introduce the topic; to read for gist Ask Ss to look at the picture of Jules Verne and elicit what, if anything, Ss know about him. Then ask Ss to read the biography to find out. To identify what pictures show Ask Ss to look at the pictures A-E and read through the descriptions 1-5. Give Ss time to match them and check their answers. To listen for order of events Play the recording. Ss listen and order the pictures.

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Check Ss’ answers. To listen and read for gist and specific information Elicit what, if anything, Ss know about the lost city of Atlantis. Then play the recording. Ss listen and follow the text in their books and answer the question. Check Ss’ answers. To read for specification Ask Ss to read the stems of the sentences (1-4). Give Ss time to read the extract and complete the task. Check Ss’ answers around the class. To read for specific information Explain the task. Allow Ss time to read the questions and then read the text again and complete the task. Check Ss’ answers. To develop critical thinking skills Explain the task and the adjectives. Ask Ss to work in pairs and answer the questions from Watson’s point of view. Monitor the activity around the class. Ask some pairs to present their answers to the class.

Ending the lesson

To consolidate vocabulary from the text Explain the task. Allow Ss time to fill in the gaps with the correct verbs. Check Ss’ answers.



Cross-curricular links Health and safety check ICT links Values links prompt less able learners to engage in

whole class checking and plenary activity with supportive questioning

check pronunciation of new words and reinforce with drilling where necessary

cross curricular links: languages [world literature]

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson



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8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1 - understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts; 8.1.8.1 - develop intercultural awareness through reading and discussion 8.2.8.1 understand extended narratives on a range of general and curricular topics 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 8.5.5.1 - develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.1.3.1 - respect differing points of view; 8.1.7.1 - develop and sustain a consistent argument when speaking or writing; 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics;

Lesson objectives All learners will be able to: use some target language correctly in response to speaking and writing task prompts Most learners will be able to: use a range of target language correctly in response to speaking and writing task prompts Some learners will be able to: use a range of target language correctly in response to a wider range of speaking and writing task prompts

Previous learning adverbs for talking about sequence of events vocabulary for character motivations from previous lesson

Plan

148

Planned timings


Teacher Notes


To consolidate new vocabulary Allow Ss time to look up the meanings of the words in the list in their dictionaries. Elicit definitions from Ss around the class. Then give Ss time to use them to complete the sentences. Check Ss’ answers.

Main Activities 8.4.2.1 8.4.3.1 8.2.1.1 8.1.8.1 8.4.7.1 8.6.6.1 8.4.8.1 8.6.8.1 8.4.5.1

To identify a narrative type Read out the Study Skills box and explain the difference between a first-person narrative and a third-person narrative. Elicit what type of narrative the text is and who narrates it. To predict what happens next in a story, to give an opinion Ask Ss to discuss the questions in small groups. Monitor the activity around the class and then elicit answers from various groups. To research a story Ask Ss to research the story online. Play the video for Ss and elicit their comments. Elicit who guessed correctly. To research Atlantis and write a short article Explain the task and give Ss time to research online and find information about Atlantis. Tell Ss to make notes under the headings. Then give Ss time to use their notes to write a short article in the voice of a journalist. Check Ss’ answers. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.

Ending the lesson

Ss present their answers to the class.



Cross-curricular links Health and safety check ICT links Values links prompt less able learners to engage in

whole class checking and plenary activity with supportive questioning provide sentence starters for final writing task

monitor for spoken accuracy in plot prediction task and use a range of oral correction techniques

cross curricular links: languages [world literature]

challenge more able learners to structure final writing to include key words

take in extended writing to assess



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8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.3.1 - understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts; 8.1.8.1 - develop intercultural awareness through reading and discussion 8.2.8.1 understand extended narratives on a range of general and curricular topics 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding 8.5.5.1 - develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.1.3.1 - respect differing points of view; 8.1.7.1 - develop and sustain a consistent argument when speaking or writing; 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics;

Lesson objectives All learners will be able to: identify some specific information and key ideas from the text and use some target vocabulary to recount some main points from the story Most learners will be able to: identify most specific information and some key ideas from the text and use a range of target vocabulary to recount some main points from the story Some learners will be able to: identify most specific information and key ideas from the text and use a range of target vocabulary to recount the main points and some detailed ideas from the story Previous learning character and plot vocabulary from previous section

Plan

150

Planned timings


Teacher Notes


To introduce the topic Elicit what animal is in the picture and elicit other sea mammals from around the class. Suggested

Main Activities 8.4.2.1 8.4.3.1 8.2.1.1 8.1.8.1 8.4.7.1 8.6.6.1 8.4.8.1 8.6.8.1 8.4.5.1

To introduce the topic Elicit answers to the questions from Ss around the class. To read for gist Ask Ss to read the biography and elicit an answer to the question. To listen and read for gist Read out the question. Play the recording. Ss listen and read the text to find out the answer. To read for specific information Give Ss time to read the text again and read the sentences and then mark them as true or false. Check Ss’ answers.. To consolidate new vocabulary Direct Ss to the words in bold in the texts and then give them time to match them to the definitions in the list. Check Ss’ answers. To practise new vocabulary Explain the task. Allow Ss some time to fill in the gaps. Check Ss’ answers.

Ending the lesson

To express an opinion Ask Ss to discuss the questions in pairs. Monitor the activity around the class and then ask various Ss to tell the class.



Cross-curricular links Health and safety check ICT links Values links provide support for less able learners in

recounting task in the form of a plot line template

use thumbs up and down technique and follow-up questioning to check learner comprehension

cross-curricular links: languages [world literature]

challenge more able learners to explain connections between different elements in the story when recounting

monitor learner language for accuracy in opinion feedback task and ask other learners to peer correct errors

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152



8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.2.8.1 understand extended narratives on a range of general and curricular topics 8.4.1.1 - understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.1.3.1 - respect differing points of view; 8.1.7.1 develop and sustain a consistent argument when speaking or writing 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics

Lesson objectives All learners will be able to: use some target language to express some ideas about the development of the story and link some description and events coherently in their writing Most learners will be able to: use a range of target language to express some ideas about the development of the story and use a range of language to link description and events coherently in their writing Some learners will be able to: use a range of target language to express both general and detailed ideas about the development of the story and use a range of language to link description, events and comment coherently in their writingthe story Previous learning narrative sequencing words vocabulary for talking about plot and character



Teacher Notes


To predict the outcome of a story Divide Ss into small groups and ask them to predict what will happen in the story. Check Ss’ answers around the class.

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Main Activities 8.4.2.1 8.4.6.1 8.1.3.1 8.1.7.1 8.3.3.1 8.6.14.1 8.6.9.1 8.6.8.1 8.2.2.1 8.3.2.1 8.3.4.1

To present and practise phrasal verbs with go Read out the box and explain the task. Give Ss time to use them to complete the sentences. Check Ss' answers. Presenting some, any, no, every & compounds Explain that for people we use someone/somebody (affirmative statements), no one/nobody (negative statements) and anyone/anybody (questions). For things/places we use something/somewhere (affirmative statements), nothing/nowhere (negative) and anything/anywhere (questions). We use everyone/ everybody/ everything/ everywhere in all types of sentences. Explain that we use someone/ somebody/ something/ somewhere in positive statements. We use anyone/ anybody/ anything/anywhere in questions and negations and no one/ nobody/nothing /nowhere in positive statements with a negative meaning. Ask Ss to read the theory box and then read the sentences and choose the correct items. Check Ss’ answers. To listen for key points and make notes Play the recording. Ss listen and make notes of the key points. Ask Ss to use their note to write a short summary. Ask various Ss around the class to read their summary aloud. To draw a picture Explain the task and give Ss time to complete it. Display the pictures on the classroom walls.

Ending the lesson

To imagine a character Explain the task and ask Ss to work in small groups. Ask Ss to discuss the questions and then ask various groups to present their modern Ishmael to the class.



Cross-curricular links Health and safety check ICT links Values links provide support for less able learners

through sentence starters in their written task

in oral speculation of story outcome monitor use of linkers for delayed feedback to whole class on board


encourage more able learners to include description and comment in their speculative narrative as well as details of place and events.

take in pieces of extended writing



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Lesson objectives

All learners will be able to: identify some specific information and thematic connections in text and use some target vocabulary in identifying synonyms Most learners will be able to: identify most specific information and some thematic connections in text and use a range of target vocabulary in identifying synonyms Some learners will be able to: identify all specific information and explain a range of thematic connections in text and use a range of target vocabulary in identifying synonyms

Previous learning

vocabulary related to explaining plot character and theme in literature from previous sections



Teacher Notes


5C To introduce the topic Ask Ss to look at the pictures. Elicit what, if anything, they know about Kyz-Zhibek and the story. Ask Ss to discuss what they know in pairs and then ask some Ss to tell the class. Ask Ss to read the information box to find out more.

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Main Activities 8.4.2.1 8.4.6.1 8.1.3.1 8.1.7.1 8.3.3.1 8.6.14.1 8.6.9.1 8.6.8.1 8.2.2.1 8.3.2.1 8.3.4.1

To listen and read for specific information Read out the names. Elicit Ss’ guesses as to how they relate to Kyz-Zhibek. Play the recording. Ss listen and read the text and find out. To read for specific information Ask Ss to read the questions (1-4) and answer choices A-C. Give Ss time to read the text and complete the task. Check Ss’ answers around the class. To understand themes in a story; to develop critical thinking skills To complete a graphic organiser; to identify adjectives Ask Ss to copy the graphic organiser into their notebooks. Then give them time to complete it with the adjectives the writer uses in the text. Check Ss’ answers on the board. To express an opinion and expand the topic Ask Ss to consider the questions and then elicit answers from Ss around the class. To order events Ask Ss to read the events and put them in the correct order referring back to the text as necessary. Check Ss’ answers. To write a summary Explain the task. Tell Ss to use their answers in Ex. 6a to write a summary of the story. Ask various Ss around the class to read their summaries aloud to the class. To draw a comic strip of a story Explain the task and ask Ss to work in small groups. Tell them to divide the story into 15 parts and then draw a picture for each part to make a frame of a comic strip. Allow time in class or assign the task as HW. Display the comic strips around the classroom.

Ending the lesson

To think of an alternative ending Elicit alternative endings from Ss around the class. Check Ss’ answers.



Cross-curricular links Health and safety check ICT links Values links support less able learners in

comprehension task by encouraging them to scan text quickly to find a section of the text that contains the answer.

in oral explanation of themes in the story monitor use of linkers for delayed corrective feedback to whole class on board

cross-curricular links: Kazakh literature

156

challenge more able learners to explain thematic connections between different elements in the story or between this legend and others

monitor learner pronunciation of new words from text and drill and ask learners to mark word stress



157




Lesson objectives

All learners will be able to: identify some main ideas in text and use some target language in productive tasks to communicate some relevant ideas correctly with support Most learners will be able to: identify most main ideas in text and use a range of target language in productive tasks to communicate some relevant ideas correctly with support Some learners will be able to: identify most main ideas in text and use a range of target language in productive tasks to communicate mostly relevant ideas correctly with little support

Previous learning

vocabulary related to explaining plot character and theme in literature from previous sections



Teacher Notes


5d To introduce the topic; to listen and read for gist Ask Ss to look at the picture and read the title of the text. Read out the question and elicit Ss’ guesses. Play the recording. Ss listen and read the text to find out. Elicit answers from Ss around the class.

158

Main Activities 8.4.2.1 8.4.6.1 8.1.3.1 8.1.7.1 8.3.3.1 8.6.14.1 8.6.9.1 8.6.8.1 8.2.2.1 8.3.2.1 8.3.4.1

To read for specific information Give Ss time to read the questions and answer choices and then read the text again and answer them. Check Ss’ answers. To read for specific information Explain the task. Allow Ss time to read the sentences and complete them referring to the text as necessary. Check Ss’ answers. To consolidate new vocabulary Direct Ss to the words in the list and give them time to complete the sentences using their dictionaries as necessary. Check Ss’ answers. To present/revise quantifiers Direct Ss’ attention to the theory box and ask various Ss to read the examples aloud. Read the theory aloud and make sure Ss understand when to use many/more, much/more, (a) few and less … than. Give Ss time to complete the task. Check Ss’ answers. To draw a story Explain the task and ask Ss to work in small groups. Tell them to divide the story into 6 parts and then draw a picture for each part. Allow time in class or assign the task as HW. Then ask various groups to present the story to the class. Display the pictures around the classroom. To present/revise quantifiers Direct Ss’ attention to the theory box and ask various Ss to read the examples aloud. Read the theory aloud and make sure Ss understand when to use many/more, much/more, (a) few and less … than. Give Ss time to complete the task. Check Ss’ answers.

Ending the lesson

To write a summary of a story Explain the task. Tell Ss to use their answers in Ex. 6 to write a summary of the story. Ask various Ss around the class to read their summaries aloud to the class. Introduce the ss ideas



Cross-curricular links Health and safety check ICT links Values links monitor less able groups and

participate and prompt in their brainstorming activity

monitor learner language for accuracy and range in their final three tasks. Note particularly where they struggle to express connections between story frames and events. Give whole class feedback

cross-curricular links: Kazakh literature

159

challenge learners to present their modern epic in the form of a rap



160




Lesson objectives All learners will be able to: identify some specific information in the text and respond to some prompts correctly about its main themes and genre questions with support Most learners will be able to: identify most specific information in the text and respond to a range of prompts correctly about its main themes and genre questions with support Some learners will be able to: identify all specific information in the text and respond to a range of prompts correctly about its main themes and genre questions with little support

Previous learning vocabulary related to explaining plot, theme and genre in literature from previous sections

Plan


Teacher Notes


To understand a quotation and express an opinion Ask Ss to read the quotation and then discuss in pairs what they think it means. Elicit answers from Ss around the class.

161

Main Activities 8.4.2.1 8.4.6.1 8.1.3.1 8.1.7.1 8.3.3.1 8.6.14.1 8.6.9.1 8.6.8.1 8.2.2.1 8.3.2.1 8.3.4.1

To learn about the value of reading and match the benefits to the results Ask Ss to read the lists of benefits and results and then give them time to match them. Check Ss’ answers and then elicit whether Ss agree with the points. To test knowledge learnt in this module/ to do a quiz Explain the task. Allow Ss some time to read the questions and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers. To consolidate vocabulary learnt in the module/to write a quiz Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. Arthur Conan Doyle wrote The Hound of the Baskervilles. [T]) Ss can swap their quiz with another pair and do it and then report back to the class.

Ending the lesson To discuss the importance of reading and how it relates to the main message of the song Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers with the class.



Cross-curricular links Health and safety check ICT links Values links support less able learners in

productive tasks by preparing prompt or sentence starter cards

monitor learners’ pronunciation of new words and ask learners to mark word stress


challenge more able learners to link themes in this folktale to themes in others they know

when eliciting opinions monitor extent to which learners can expand on answers when prompted



162




Lesson objectives

All learners will be able to: use some new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly Most learners will be able to: use a range of new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly Some learners will be able to: use a range of new language learnt in the Module to respond to prompts and produce more detailed creative outcomes correctly

Previous learning

vocabulary related to explaining character, plot, theme and genre in literature from previous sections



Teacher Notes


To understand values What’s in this module? Read the title of the module The Natural World and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

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Main Activities 8.4.2.1 8.4.6.1 8.1.3.1 8.1.7.1 8.3.3.1 8.6.14.1 8.6.9.1 8.6.8.1 8.2.2.1 8.3.2.1 8.3.4.1

Check the Ss knowledge of the module 5 . SA To test knowledge learnt in this module6 Explain the task. Allow Ss some time to do the work. To present flowers Direct Ss to the pictures. Ask Ss to write the headings into their notebooks and then give them time to list the flowers under the correct headings. Play the recording. Ss listen and check their answers. To talk about flowers; to express an opinion Read the questions aloud and then ask various Ss to share their answers with the class. To personalise the topic Read out the questions and give Ss time to consider their answers and then elicit answers from Ss around the class. To prepare a poster Ask Ss to work in small groups and give them time to go online and research and collect photos of garden/wild flowers in Kazakhstan and prepare a poster. Ask various groups to present their posters to the class. Display the posters around the classroom. Present Ss’ pictures in class and/or display on a noticeboard. To listen for specific information Play the recording. Ss listen and check their answers to Ex. 5.

Ending the lesson

To personalise the topic Elicit Ss’ responses to the song.



Cross-curricular links Health and safety check ICT links Values links monitor learner question writing in

groups and highlight for less able learners where they should self-correct errors

monitor learner questions for accuracy and encourage them to self-correct


challenge more able learners to create anecdotes about the characters they invent

values link : understanding the moral of stories



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8.4.1.1 - understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.5.6.1 - link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.5.16.1 - use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a...that in giving explanations on a range of familiar general and curricular topics 8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics;

Lesson objectives

All learners will be able to: use some language from the module to express views and pose some relevant activity accurately Most learners will be able to: use a range of language from the module to express views and pose a range of relevant activity accurately Some learners will be able to: use a wide range of language from the module to express views and pose a range of relevant activity accurately

Previous learning

Fashion vocabulary



Teacher Notes


To discuss about QUOTE «There is a sufficiency in the world for man’s need but not for man’s greed» Ask Ss to read the list of statements about it. (Suggested Answer If we only take what we need there would be enough resources for everyone. It’s our greed that causes problems in the environment. The quote is related to the text in that people often buy far too many clothes that are not necessary and shop for no reason. This greed damages the environment.)

Main Activities 8.4.2.1 8.4.6.1 8.1.3.1 8.1.7.1 8.3.3.1

Step 1 Answer the questions: How often do you go shopping for clothes? What do you usually do with your old clothes and shoes? Discuss these questions with the partener. Suggested Answer A: I go shopping at least once a month. I give my old clothes to my little sister and my cousins. B: I go shopping about once every three months, but I don’t always buy something. I give my old

165

8.6.14.1 8.6.9.1 8.6.8.1 8.2.2.1 8.3.2.1 8.3.4.1

clothes to an orphanage in our city.

Step 2 Read the text and check the answers. SS do it individually. 1 B 2 B 3 A 4 B 5 A 6 Step 3 Read the text and match the headings to the paragraphs. Give Ss time to think about it. Check the answers. 1 D 2 A 3 C

Step 4 Read the text and fill the gaps with the appropriate word. Compare with the partner. 1 third/youngest 5 about/with 9 have/need 2 most 6 each/every/per 10 way 3 in 7 even/much 4 These 8 ways/how

Step 5 Match the words in bold in the text to their meanings. Check Ss’ answers. 1 k 3 h 5 g 7 d 9 e 11 c 2 f 4 i 6 b 8 j 10 a Step 6 Ask Ss to think about the question How can we recycle clothes? Use the information from the text. Compare with the partner.

Suggested Answer We can jazz up our old clothes by dyeing or embroidering them. We can also make handbags from the material of old clothing. We can buy vintage clothing instead of new clothes when we want to update our clothing

Ending the lesson

To personalise the project To use the instruction in Ex.7 with some unnecessary old clothes. Then prepare the report about it to the class.



Cross-curricular links Health and safety check ICT links Values links prompt less able learners to ask a range of

questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz




166



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MODULE 6 “The Natural World” LESSON: Module 6 Lesson1 School:

Date: Teacher name:



8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.1.1 - use formal and informal registers in their talk on a growing range of general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics;

Lesson objectives All learners will be able to: use some target language correctly in response to speaking and writing task prompts and in exchanges Most learners will be able to: use a range of target language correctly in response to speaking and writing task prompts and in exchanges Some learners will be able to: use a range of target language correctly in response to a wider range of speaking and writing task prompts and in exchanges

Previous learning basic vocabulary Plan Planned timings Planned activities Excel



Read the title of the module The Natural World and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

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Main Activities 8.2.7.1 8.3.8.1 8.2.6.1 8.4.5.1 8.4.6.1

To present flowers Direct Ss to the pictures. Ask Ss to write the headings into their notebooks and then give them time to list the flowers under the correct headings. Play the recording. Ss listen and check their answers. To talk about flowers; to express an opinion Read the questions aloud and then ask various Ss to share their answers with the class.

To personalise the topic Read out the questions and give Ss time to consider their answers and then elicit answers from Ss around the class. To introduce the topic; to lister and read for gist Ask Ss to look at the picture, read the title and try to answer the questions. Play the recording. Ss listen and read the text and find out if their guesses were correct. To read for specific information Explain the task. Allow Ss time to read the questions and answer choices and then read the text again and complete the task. Check Ss’ answers. Refer Ss to the Word List to look up the words in the Check these words box. Play the video for Ss and elicit their comments.

Animal Classifications mammal: warmblooded animal usually with fur or hair that has glands and gives milk to feed their young reptiles: cold-blooded animal with scaly skin that lays eggs fish: a cold-blooded animal that lives in water, breathes with gills and usually has fins and scales

Ss make notes on the type of animals they can see in the zoo watch using vocabulary from exercises

Ending the lesson

Ask some pairs to ask and answer in front of the class.





prompt less able learners to engage in whole class checking and plenary activities with supportive questioning provide headings for final note writing task

monitor for spoken accuracy in elicitation and checking tasks and use a range of oral correction techniques

cross curricular links: languages [TV genres]

challenge more able learners to give reasons for their views and to say how they view content

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Lesson plan LESSON: Module 6 Lesson 2 School:

Date: Teacher name:



8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.1.1 - use formal and informal registers in their talk on a growing range of general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.6.3.1 – use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.5.7.1 - use with minimal support appropriate layout at text level for a range of

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written genres on familiar general and curricular topics; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres;

Lesson objectives

All learners will be able to: identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support Most learners will be able to: identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support Some learners will be able to: identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Previous learning

Animals vocabulary



Teacher Notes


Ss revise the vocabulary of the previous lesson

Main Activities 8.1.10.1 8.3.3.1 8.3.4.1 8.1.1.1 8.3.5.1 8.3.1.1

To present endangered animals Play the recording. Ss listen and repeat chorally and/or individually. Check Ss’ pronunciation and intonation and then elicit the L1 equivalents from Ss around the class. To classify animals Ask Ss to read the classifications in the box on p. 64 and explain/elicit the meanings of any unknown words. Then elicit which classification of animals each of the endangered species in Ex. 3 belongs to from Ss around the class. To consolidate and broaden the topic Ss discuss in pairs other endangered animals and how we can help them. Ask various pairs to report back to the class. To present and practise prepositional phrases Read through the list of prepositions and give Ss time to complete the sentences using their dictionaries to check. Check Ss’ answers.

To practise word formation (forming adjectives) Ask Ss to read the theory box and then explain the task. Give Ss time to complete the task and then check their answers. To discuss ways to help endangered species Ask Ss to work in small groups and discuss the ideas

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for helping endangered species. Monitor the activity around the class and then ask some groups to report back to the class. To prepare a poster Ask Ss to work in small groups and then give Ss time to prepare a poster. When the task is completed display the posters around the class.

Ending the lesson

To present a poster to a class.





support less able learners in comprehension task by encouraging them to scan text quickly to find a section of the text that contains the answer.

check learner comprehension using thumbs up or down technique and follow-up questioning

cross-curricular links: literature [film genres]

provide challenge for more able learners by asking them to form a range of questions about the information in the table

monitor production error in pair and whole class checking discussions and feedback to whole class



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Date: Teacher name:



8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.1.1 - use formal and informal registers in their talk on a growing range of general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.6.3.1 - use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding

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8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.5.7.1 - use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres;

Lesson objectives All learners will be able to: identify some specific information in the listening text and use some functional language correctly in speaking and email writing task with support Most learners will be able to: identify most specific information in the listening text and use a range of functional language correctly in speaking and email writing task with support Some learners will be able to: identify all specific information in the listening text and use a range of functional language correctly in speaking and email writing task with little support

Previous learning Animals vocabulary



Teacher Notes


Ss try to guess the theme of the lesson. They read the sentences on the board and guess that they will work with the passive


To present the passive Read the table aloud and explain how we form the passive voice (the verb ‘to be’ + past participle of the main verb). Explain that we use the passive to talk about actions when the person who does the action is unknown, unimportant or obvious from the context; when the action is more important than the person who does it; in formal situations (e.g. on signs, etc). Elicit which sentence emphasises what happened. To present the tenses of the passive Read the theory box aloud. Go through the different tense forms of the passive and read out the examples. Allow Ss time to complete the table and then check their answers. To practise the passive Explain the task and give Ss time to complete the task and then check Ss’ answers around the class. To introduce an agent/instrument; to practise the passive Explain the task and read out the theory box. Point out that in the passive when we want to say that sb uses sth to do sth we use with and when we want to say that sb does sth we use by. Give Ss time to complete the task. Check Ss’ answers.

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To practise the passive Ask Ss to read the table and then match the words in the columns to make full sentences in the passive. Give Ss time to complete the task and then check Ss' answers. To practise the passive Explain the task and read out the example. Give Ss time to complete the task and then check Ss’ answers around the class.

To listen for specific information Ask Ss to read the gapped information about the Sphinx and ask them to try to complete the gaps in pairs. Play the recording. Ss listen and check their answers. To practise comparatives Explain the task and give Ss time to complete it. Check Ss’ answers

Ending the lesson

To talk and/or write about the Sphinx; to practise passive forms Explain the task and give Ss time to complete it. Ask various Ss to talk/read out their text about the Sphinx. Suggested Answer Key The Great Sphinx is located near Cairo, Egypt. It is made of limestone. It was built by the ancient Egyptians around 2,500 BC. It may have been built to protect Giza. It is visited by 2 million tourists every year. Ask S’s to read out their emails to the class.





provide more support for less able writers through suggested sentence starters

correct learners’ oral responses using a range of feedback techniques including delayed response wait-time

ICT links: email options

provide further challenge in the writing task for stronger writers by asking them to include particular target words in their email

take in learners extended email writing to assess at the end of the lesson



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Date: Teacher name:



8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics; 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres; 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.5.9.1 - punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy 8.1.3.1 - respect differing points of view; 8.1.7.1 - develop and sustain a consistent argument when speaking or writing; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.6.1.1 - use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics; 8.5.5.1 - develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics;

Lesson objectives All learners will be able to: use some target structures accurately in more controlled and freer production tasks with some support Most learners will be able to: use most target structures accurately in more controlled and freer production tasks with some support Some learners will be able to: use most target structures accurately in more controlled and freer production tasks with little support

Previous learning simple uses of passive structure by to introduce the agent

Plan

177

Planned timings


Teacher Notes


Main Activities 8.6.6.1 8.5.3.1 8.6.4.1 8.6.3.1

6 c To introduce the topic Ask Ss to look at the pictures. Play the recording. Ss listen and imagine using the senses. Elicit answers from Ss around the class To listen and read for specific information Elicit what, if anything, Ss know about Turgen Waterfalls and Lake Issyk. Elicit questions from various Ss and write three on the board. Play the recording. Ss read the text and find out if the text answers them.. Play the video for Ss and elicit their comments To consolidate new vocabulary Direct Ss to the words/phrases in bold in the text and give Ss time to match them to the words/phrases in the list. Check Ss’ answers.

To present and practise phrasal verbs with hang Read out the box and explain the task. Give Ss time to complete the task. Check Ss’ answers.

To listen for specific information Read the Study Skills box and explain that this information will help Ss to complete the task successfully. Explain the task and ask Ss to read the questions and answer choices. Play the recording. Ss listen and choose their answers. Check Ss’ answers.

Ending the lesson

To create a poster Explain the task. Divide Ss into small groups and tell them to research online and create a poster about other areas of natural beauty in their country. Allow time for Ss to complete the task or assign it as HW. Ask various Ss around the class to present their poster to the class. Check Ss’ answers around the class.





monitor less able learners in group work and give further modelling and drilling support

use concept checking questions to check learner understanding of why passive is used

cross-curricular links: languages [contrasts with L1]

challenge more able learners to give multiple [and/or] answers in practice exercises

assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’]

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179


Date: Teacher name:




Lesson objectives All learners will be able to: use some target structures accurately in more controlled and freer production tasks with some support Most learners will be able to: use most target structures accurately in more controlled and freer production tasks with some support Some learners will be able to: use most target structures accurately in more controlled and freer production tasks with little support

Previous learning present and past simple uses of passive structure by to introduce the agent

Plan

180

Planned timings


Teacher Notes


To practise pronunciation of situational language Play the recording. Ss listen and repeat chorally and/or individuallPay attention to Ss’ pronunciation and intonation and correct as necessary.

Main Activities 8.1.10.1 8.6.7.1 8.4.2.1 8.4.8.1 8.2.2.1 8.5.7.1

To listen for gist Refer Ss to the sentences in Ex 1 again and elicit Ss’ guesses as to what the dialogue is about. Play the recording. Ss listen and read the text and find out.. To learn synonymous phrases Read out the underlined phrases in the dialogue. Refer Ss to the language box and elicit the synonymous phrases from various Ss around the class. To practise asking and answering To act out a dialogue; to listen and read for specific information

Play the recording. Ss listen and read. Ask Ss to work in pairs and take roles and read out the dialogue. Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class. Then elicit an answer to the question. To learn pronunciation (silent letters) Play the recording. Ss listen and identify the silent letters. Play the recording again with pauses for Ss to repeat chorally and/or individually.

Ending the lesson

act out a dialogue; to listen and read for specific information Check Ss’ answers around the class.






use concept checking questions to check learner understanding of why passive is used


challenge more able learners to give multiple [and/or] answers in practice exercises

assess pronunciation in oral and checking stages of the lesson [particularly weak form ‘was’]



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Date: Teacher name:




Lesson objectives All learners will be able to: identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support Most learners will be able to: identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support Some learners will be able to: identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Previous learning vocabulary for musical instruments / types of instrument

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Teacher Notes


6E To revise vocabulary Read out the list of places and elicit what people can do in each one from various Ss around the class.

Main Activities 8.2.1.1 8.2.6.1 8.4.2.1 8.4.7.1 8.4.8.1 8.3.4.1 8.5.9.1

To introduce the topic, to predict the content of the text, to listen for specific information Ask Ss to read the introduction and look at the pictures. Ask Ss to guess which of the plants and animals can be found in each place. Play the recording. Ss listen and find out.

To read for specific information Read the sentences aloud one at a time and ask Ss to read the texts again and correct them. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box, then check Ss’ answers. Play the video for Ss and elicit their comments.

To consolidate new vocabulary Give Ss time to read the texts again and find the words. Check Ss’ answers. Then ask Ss to use their dictionaries and explain the underlined words. Check Ss’ answers around the class.. Check Ss’ answers.

To consolidate information in a text Ask Ss to work in pairs and ask and answer questions about the two nature reserves. Monitor the activity around the class.

Ending the lesson

To research and write a paragraph about a nature reserve Explain the task and ask Ss to work in small groups and collect information from the Internet about another nature reserve and make notes. Then ask Ss to use their notes to write a paragraph about it. Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson.




support less able learners in comprehension task by encouraging them to scan text quickly to find a section of the text that contains the answer.

check learner comprehension using thumbs up or down technique and follow-up questioning

cross-curricular links: Music [music genres / sections of the orchestra]

challenge more able learners to ask more complex questions by suggesting more complex question starters

monitor general accuracy and pronunciation in Q&A task for feedback to whole class



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Date: Teacher name:




Lesson objectives All learners will be able to: identify some key ideas from listening and plan and write an email recounting some experiences with support Most learners will be able to: identify most key ideas from listening and plan and write an email recounting a range of experiences with support Some learners will be able to: identify all key ideas from listening and plan and write an email recounting a range of experiences with little support

Previous learning

Plan

184

Planned timings


Teacher Notes


6f Ask S’s to tell a partner about any live nature they have seen/heard recently. Their partner then relates this whole class in feedback

Main Activities 8.1.3.1 8.1.7.1 8.2.7.1 8.4.7.1 8.4.5.1 8.6.1.1

To introduce the topic Initiate a general class discussion about the importance of trees and elicit various ideas from Ss around the class. To read for cohesion and coherence Ask Ss to read the text and think of appropriate words to complete the gaps 1-8. Give Ss time to complete the task and compare their answer with a partner. Play the recording. Ss listen and check their answers around the class Refer Ss to the Word List to look up the words in the Check these words box. Play the video for Ss and elicit their comments.

ingredient • turn into • carbon dioxide • support • structure • spread • underground • suck up • mineral • photosynthesis • perform • dry out • sunlight • absorb • distinctive • glucose • pipe • nutrient

To consolidate comprehension of a text, to label a diagram Give Ss time to read the text again and label the diagram. Check Ss’ answers around the class. To consolidate vocabulary from a text Explain the task and give Ss time to complete it. Check Ss’ answers

Ending the lesson

To prepare a quiz Ask Ss to work in small groups and do some research online and collect information about parts of a tree. Then give Ss time to prepare a quiz. When the task is completed ask groups to swap quizzes and try to answer the questions.





monitor less able learners as they plan write their emails and highlight with a pencil things they should self-correct

use thumbs up or down technique and follow-up questioning to check comprehension

ICT links: email features and tools

encourage more able learners to include in their email points responding to previous emails.

take in learners’ extended email writing for assessment

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Date: Teacher name:



8.5.7.1 - use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics;

Lesson objectives All learners will be able to: use some target functional language appropriately in functional exchanges and pronounce some target words and phrases clearly with support Most learners will be able to: use a range of target functional language appropriately in functional exchanges and pronounce most target words and phrases clearly with support Some learners will be able to: use a range of target functional language appropriately in functional exchanges and pronounce most target words and phrases clearly with little support

Previous learning

Plan

Planned timings


Teacher Notes


To present situational language To read for key information Ask Ss to read the text and match the paragraphs to the headings. To learn synonymous phrases

Main Activities 8.5.7.1 8.1.2.1 8.4.6.1 8.1.10.1 8.3.3.1

To read for key information Ask Ss to read the text and match the paragraphs to the headings. To write an article Read out the Study Skills box. Explain the task and give Ss time to write their articles using the plan to help them. Remind Ss to use the essay in Ex. 1 as a model and to use appropriate adjectives and a catchy title. Have Ss swap papers and evaluate each other’s writing. Give Ss time to complete the task in class. Alternatively, assign the ask as HW and check Ss' answers in the next lesson.

To learn about the values of environmentalism and express an opinion

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Ask Ss to read the reasons and then discuss in pairs which ones express the importance of protecting areas of natural beauty. Elicit answers from Ss around the class.

To talk about the importance of places of natural beauty Ending the lesson

Ask various Ss around the class to give a presentation on why places of natural beauty are important.






assess pronunciation of individual sounds and intonation in role play and sentence


challenge more able learners to leave some lines blank in script of role play to promote spontaneous interaction

assess learner interactive ability in role play.



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Date: Teacher name:



8.5.7.1 - use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics;

Lesson objectives All learners will be able to: identify some key ideas from listening and use some target language correctly in planning and giving a presentation with support Most learners will be able to: identify most key ideas from listening and use a range of target language correctly in planning and giving a presentation with support Some learners will be able to: identify all key ideas from listening and use a range of target language correctly in planning and giving a presentation with little support

Previous learning common musical instruments / types of instrument adjectives describing music and song

Plan

Planned timings


Teacher Notes


To prepare a video Explain the task and divide the class into small groups. Assign the task as HW and tell Ss to make a video using images found online or elsewhere and video editing software to create a 2-minute video of places of natural beauty in their country and why we should protect them. Tell Ss to upload the video to the school website.

Main Activities 8.5.7.1 8.1.2.1 8.4.6.1 8.1.10.1 8.3.3.1

To consolidate vocabulary learnt in the module/to write a quiz Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. The red panda comes from the Himalayas. [T]) Ss can swap their quiz with another pair and do it and then report back to the class. To listen and read for gist; To understand the author’s emotions Play the recording. Ss listen and read. Elicit Ss’ opinions

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about how the singer feels and elicit the words that show this. To give an opinion Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers with the class. Read the title of the module Travel & Transport and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. To identify/match signs relating to travel to locations Direct Ss to the signs in the pictures and elicit where you can see each one from Ss around the class. To match signs to meanings Explain the task and give Ss time to complete it. Check Ss’ answers.

To practise modals and consolidate Ss’ understanding of the signs Explain the task and read out the example and then elicit further explanations from Ss around the class.

Ending the lesson

Choose various Ss to present their instrument(s) to the class.





support less able readers and by helping them with search language

monitor extent to which learners are able to search independently in English

cross-curricular links: Music [traditional instruments]

provide an extra heading for more able readers to research

use a checklist to assess accuracy, organisation and delivery of presentation



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Lesson plan LESSON: Module 6 Lesson 10 Summative Control work

School:

Date: Teacher name:



8.5.7.1 - use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics;

Lesson objectives All learners will be able to: identify some detailed arguments in the text and use some target vocabulary to make simple points accurately in response to prompts and in discussion Most learners will be able to: identify some detailed arguments in the text and use a range of target vocabulary to make simple points accurately in response to prompts and in discussion Some learners will be able to: identify most detailed arguments in the text and use a range of target vocabulary to make a range of points accurately in response to prompts and in discussion

Previous learning

Plan

Planned timings


Teacher Notes


To present and discuss teen media use Go through the phrases and ensure Ss know what the words mean. Remind Ss of adverbs of frequency. Elicit answers from around the class.

Main Activities 8.5.7.1 8.1.2.1 8.4.6.1 8.1.10.1 8.3.3.1

Check the Ss knowledge of the module 6. SA To test knowledge learnt in this module6 Explain the task. Allow Ss some time to do the work.

To test knowledge learnt in this module/ to do a quiz Explain the task. Allow Ss some time to read the statements and mark them accordingly. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers. To consolidate vocabulary learnt in the module/to write a Test Explain the task and allow Ss time to work in pairs

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(groups) and look through the module and think of questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. The red panda comes from the Himalayas. [T]) Ss can swap their quiz with another pair and do it and then report back to the class. To listen and read for gist; To understand the author’s emotions Play the recording. Ss listen and read. Elicit Ss’ opinions about how the singer feels and elicit the words that show this.To give an opinion

Ending the lesson

Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers with the class.





encourage less able learners to show another learner where they think the answer to reading question is in the text before deciding on answer

monitor reading comprehension with thumbs up and down technique and follow-up questioning

Health and safety: moderating screen time

challenge more able learners to say whether they agree with ideas in text

monitor pronunciation in checking, discussion and final pronunciation focus and use further drilling where necessary



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Lesson plan LESSON: Module 6 Lesson 11 Project work Green issue Green Living

School:

Date: Teacher name:



8.5.7.1 - use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.5.8.1 - spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.5.9.1 - punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding


Previous learning Habits vocabulary Plan


Teacher Notes


To discuss about title of the issue- Celebrating the Earth Ask Ss to read the title of the text. What do you think about meaning? How can you help the Earth by doing nothing?Suggested Answer Just by not consuming or doing certain activities we do not waste precious natural resources or pollute the environment.

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Main activities 8.4.2.1

8.3.3.1

8.3.3.1

8.2.6.1

8.5.8.1

8.4.8.1

Step 1 Read the text and match the subheadings. . SS do it individually. 1 D 2 A 3 B Step 2 Read the text again and mark the sentences as T or F. Then explain the words on bold. 1 F 2 T 3 F 4 T 5 F 6 T Step 3 Divide the class into small groups and explain the task. Answer the question: What is the author’s purpose? Give Ss time to think about the points in the list. Ask various groups of Ss to present their ideas. The author’s purpose is to educate the reader on how to spend and consume less and therefore help the environment. Step 4 Divide the class into small groups and explain the task. What is Buy nothing day? How can you selebrate it? Read the text and make notes. Use the notes to present this special day to the class. Give Ss time to think about the points in the list. Ask various groups of Ss to present their ideas. Suggested Answer Buy Nothing Day is a special day where we try to shop less and become more aware of what we really need to buy. There are many things we buy that are not necessary. We can celebrate this special day by reducing our daily expenses and planning a budget. We can also learn to recycle items we already have instead of buying new things. Step 5 Discuss in pairs your spending habits. Think of two more ways to be an environmentally-conscious shopper. Allow Ss some time to read the statements and mark them. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers. Suggested Answer A: I sometimes buy things because I find the packaging attractive. B: Me too. We should try to buy things with less packaging, as that saves natural resources. A: You’re right. And how about all those plastic bags they give you at the supermarket? At home, we try to reuse them as rubbish bags. B: Oh, do you? My mum doesn’t use them at all. She takes two big reusable cloth bags with her every time she shops.

Step 6 Match the words to their meaning. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers. 1 n 4 f 7 k 10 d 13 e 2 i 5 m 8 j 11 b 14 g 3 a 6 l 9 c 12 h Find all the phrasal verbs in the text and make sentences using them. go out – We are going out for dinner tonight. go away – Let’s go away this weekend.

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set in – She felt fear set in when she realised it was dark. sit down – Come in and sit down in the living room. cross off – Can you cross off everything we bought from the list? throw (sth) away – Did you throw your old TV away? stick to – Mary is trying to stick to her new diet.

Ending the lesson

8.5.7.1

8.5.9.1

To personalise the task What else can you do on Buy nothing day? Decide in groups. Present your ideas to the class. Suggested Answer On Buy Nothing Day we can repair old appliances and fix broken items. We can organise an event to bring old unwanted items and exchange them with others who might want them. We can also try to reduce our rubbish and not throw out as much as we usually do. Project work. Organise your own Buy Nothing Day . Set a date and follow all the steps in the text. Then write a short article describing what you did and how it happened you to become an environmentally-friendly consumer.. Then report it to the class.










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`Module 7 “Travel and transport” LESSON: Module 7 Lesson 1 Vocabulary

School:

Date: Teacher name:



8.6.13.1 - use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics; 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.6.14.1 - use some prepositions before nouns and adjectives; use prepositions as, like to indicate manner; use dependent prepositions following adjectives on a range of familiar general and curricular topics 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.5.1.1 - plan, write, edit and proofread work at text level with little - support on a growing range of general and curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.4.8.1 - use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, Most learners will be able to: Listen and read for gist, read for specific information, get an overview of a module Some learners will be able to: Listen and read for gist, read for specific information, talk about forms of entertainment

Assessment criteria

Learners have met the learning objective if they can: talk about entertainment



Travel & transport


Previous learning The natural world

Plan

196


Excel Resources


What’s in this module? Read the title of the module Travel & Transport and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed.

Ask questions to check Ss’ understanding.


8.2.4.1

8.4.5.1

Vocabulary To identify/match signs relating to travel to locations Direct Ss to the signs in the pictures and elicit where you can see each one from Ss around the class To match signs to meanings

Explain the task and give Ss time to complete it. Check Ss’ answers.

To practise modals and consolidate Ss’ understanding of the signs

Explain the task and read out the example and then elicit further explanations from Ss around the class.

To introduce vocabulary for sightseeing and means of transport

Play the recording with pauses for Ss to listen and repeat chorally and/or individually. • Pay attention to Ss’ pronunciation and intonation.

To listen and read for gist

Ask Ss to guess some unusual ways to see the sights in London. Play the recording. Ss listen and follow the text and find out.


ENDING THE LESSON

Play the video for Ss and elicit their comments.

Ss discuss about the text






197


Date: Teacher name:




Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn about compound nouns and compound adjectives Most learners will be able to: Listen and read for gist, read for specific information, learn about compound nouns and compound adjectives, talk about water attractions Some learners will be able to: Listen and read for gist, read for specific information, learn about compound nouns and compound adjectives, talk about water attractions, recommend and write a blog entry

Assessment criteria

Learners have met the learning objective if they can: talk about water attractions and write a blog entry

Value links Explore the themes of Travel & transport


Travel & transport



Plan

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Excel Resources


Ss revise the vocabulary of the previous lesson Recording Video


8.3.3.1

8.6.7.1

8.4.8.1

8.6.14.1

8.3.5.1

8.5.1.1

To read for specific information Explain the task. Allow Ss time to read the questions and answer choices and then read the text again and complete the task. Check Ss’ answers. Refer Ss to the Word List to look up the words in the Check these words box. To consolidate new vocabulary Allow Ss time to complete the phrases using the words in the list by referring back to the text or using their dictionaries Elicit answers from Ss around the class. Then give Ss time to make sentences using them and elicit answers from Ss around the class. To consolidate information in a text and give an opinion Give Ss time to consider their answers and then ask various Ss to tell the class. To present verbs relating to travel Read out the list of verbs and give Ss time to use them to complete the sentences using their dictionaries. Check Ss’ answers. To present and practise prepositional phrases Read through the list of prepositions and give Ss time to complete the sentences using their dictionaries to check. Check Ss’ answers. To consolidate information in a text through role play Ask Ss to work in pairs and take the roles of a tourist and a travel agent and talk about a trip to London mentioning all the points provided. Monitor the activity around the class and then ask some pairs to act out their role play in front of the class. To write an email about a trip to London Explain the task and ask Ss to make notes under the headings. Then give Ss time to use their notes to write an email following the directions. Ask various Ss to read their emails to the class. Alternatively, assign the task as HW and check Ss’ answers in the next lesson.


ENDING THE LESSON

To present unusual ways to travel to see the capital city Ask Ss to work in small groups and then give Ss time to think of/research unusual ways for tourists to see their capital city. Ask various groups to present their ideas to the class.




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200


Date: Teacher name:




Lesson objectives All learners will be able to: Learn about past simple and past continuous Most learners will be able to: Learn about past simple and past continuous, learn word formation (-ing/-ed participles), learn comparatives Some learners will be able to: Learn about past simple and past continuous, learn word formation (-ing/-ed participles), learn comparatives, learn used to/would, talk about types of media

Assessment criteria

Learners have met the learning objective if they can: talk about types of media, past events

Value links Explore the themes of Travel & transport around the world


Using videos& pictures, working with URLs

ICT skills Travel & transport vocabulary Previous learning Learners have met the learning objective if they can: talk about types of

media, past events Plan

201


Excel Resources


To revise unusual ways to travel to see the capital city Ask Ss to work in small groups and then give Ss time to think of/research unusual ways for tourists to see their capital city. Ask various groups to present

Recording Video


To present modals Explain the task and explain the meanings of the words (possibility = sth that may happen, necessity = sth that is required, obligation = to have a duty to do something, permission = to be allowed to do sth, prohibition = to not be allowed to do something, request = sth that is asked for, suggestion = sth put forward for consideration, advice = guidance). Read out the theory and present the modals. Then elicit which modals express which function.

To practise modals Explain the task and read out the example. Give Ss time to complete it. Then check Ss’ answers around the class.

To practise modals Explain the task and read out the example and then give Ss time to complete the task. Ask various Ss around the class to read out their answers to check

Answer Key possibility = can necessity = have to, need lack of necessity = don’t have to, needn’t obligation = must, have to permission = can, may, might, could, prohibition = mustn’t, can’t request = can suggestion = can advice = must (strong), should/ought t

ENDING THE LESSON

Ask some weak Ss around the classs Workbook: 7b & Use of English 7






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8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.4.1.1 - understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics;


Assessment criteria

Learners have met the learning objective if they can: talk about types of media, past events

Value links Explore the themes of Travel & transport


Travel & transport


Previous learning modals

Plan


Excel Resources


Ask SS about the previous lesson


To practise modals Explain the task and give Ss time to read the signs and complete the sentences. Check Ss’ answers around the class.

To practise modals Explain the task and give Ss time to complete it in their notebooks. Elicit answers from Ss around the class.

To practise modals

Explain the task and read out the example. Give Ss time

Answer Key 2 A mustn’t 4 B Can 3 D Do you have to 5 C must

We use the prefixes im-/in-/il- to show that something is

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8.6.5.1

to complete the task and then check Ss’ answers.

To practise word formation (negative adjectives beginning with im-/in-/il-)

Ask Ss to read the theory box and then explain the task. Give Ss time to complete the task and then check their answers.

Answer Key 1 impatient 2 illegal 3 inadequate 4 incapable

negative or has the opposite meaning. possible – impossible (not possible) appropriate – inappropriate (not appropriate) logical – illogical (not logical)

ENDING THE LESSON

Ask some weak Ss around the classs Workbook: 7b & Use of English 7






204





Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with keep Most learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with keep, decide what to watch on TV Some learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with keep, decide what to watch on TV, create and present a TV guide

Assessment criteria

Learners have met the learning objective if they can: create and present a TV guide



Travel & transport



Plan


Excel Resources


Ask some weak Ss around the class modals


8.2.2.1

8.6.5.1

To listen and read for gist Ask Ss to look at the pictures and read the title of the text. Elicit Ss’ guesses as to what is special about these places. Play the recording. Ss read the text and find out.

To brainstorm the knowledge of the words

To work with vocabulary. Ask SS to think about the meaning of the words

Recording

resident • stray • nickname • silkworm • mainland • chase • remain • explode • furry • cabin • contest • alien • continent • wildlife •

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To read for specific information

Ask Ss to read the gaped sentences 1-5. Give Ss time to read the text and complete the task. Check Ss’ answers around the class.

To present and practise phrasal verbs with make

Read out the box and explain the task. Give Ss time to complete the task. Check Ss’ answers

develop • biologist • vase • reptile • fairytale

Phrasal verbs • make up = invent/ become friends again • make up for = make sb feel better after a bad experience • make out = see sth that is unclear • make for = move

ENDING THE LESSON

Ask various Ss around the class to present their ideas aloud to the class.






206





Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn intonation when expressing feelings Most learners will be able to: Listen and read for gist, read for specific information, learn intonation when expressing feelings, roleplay a dialogue Some learners will be able to: Listen and read for gist, read for specific information, learn intonation when expressing feelings, roleplay a dialogue, make up own dialogue

Assessment criteria

Learners have met the learning objective if they can: express feelings with the correct intonation in the dialogues



Travel & transport



Plan


Excel Resources


To practise pronunciation of situational language Ask various Ss around the class to present their ideas aloud to the class.

Recording


8.4.2.1

8.6.9.1

8.6.14.1

To revise the text for specific information

Ask Ss to read the gaped sentences 1-5. Give Ss time to read the text and complete the task. Check Ss’ answers around the class.

To listen for specific information

Explain the task and ask Ss to look at the advert and think about what the missing information might be.Play the recording. Ss listen and complete the gaps 1-6. Check

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Ss’ answers.

To consolidate information in a text

Ask Ss to work in pairs and ask and answer questions following the example referring to the texts as necessary. Monitor the activity around the class.

To write an email

Explain the task. Allow time for Ss to complete their emails.

ENDING THE LESSON

Ask various Ss around the class to read their emails aloud to the class.






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Lesson objectives All learners will be able to: Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, present two festivals Some learners will be able to: Listen and read for gist, read for specific information, present two festivals, write about cultural festival

Assessment criteria

Learners have met the learning objective if they can: present and write about festivals



Travel & transport


Previous learning

Plan


Excel Resources



Recording


8.4.2.1

8.6.9.1

8.6.14.1


To listen for specific information Refer Ss to the sentences in Ex. 1 again. Play the recording. Ss listen and find out the answers to the questions. Check Ss’ answers

To learn synonymous phrases

Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Elicit the L1 equivalent of the sentences from

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various Ss around the class. (Ss’ own answers)

To act out a dialogue

Ask Ss to work in pairs and take roles and read out the dialogue. Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class.

To pronounce \ea\

Play the recording with pauses for Ss to repeat chorally and/or individually. Check Ss’ pronunciation and intonation

ENDING THE LESSON

Ask various Ss around the class to act their dialogues aloud to the class.






210





Lesson objectives All learners will be able to: Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, read for order Some learners will be able to: Listen and read for gist, read for specific information, read for order, present a monologue

Assessment criteria

Learners have met the learning objective if they can: present a monologue



Travel & transport



Plan


Excel Resources


To pronounce \ea\

Play the recording with pauses for Ss to repeat chorally and/or individually. Check Ss’ pronunciation and intonation

Recording

PRESENTATION AND PRACTICE .4.2.1

8.4.4.1

8.4.5.1

To introduce the topic, predict the content of the text and read for specific information

Direct Ss’ attention to the pictures and elicit what, if anything, they know about them. Elicit various questions from Ss around the class. Write some of them on the board. Then give Ss time to read the texts and see if their questions were answered.

To read for cohesion and coherence

Give Ss time to read the text and choose the correct word for each gap from the options provided. Play the

erminal • destination • land • construction • airline • passenger flight • official • assassination • out of respect • the late

211

recording. Ss listen and check their answers.

Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the video for Ss and elicit their comments.

To compare and contrast airport terminals

Give Ss time to read the texts again if necessary and think about their answers. Ask Ss to compare the airport terminals in pairs. Monitor the activity around the class and then ask some pairs to tell the class.

To research and present other airport terminals in your country

Explain the task and ask Ss to work in small groups and collect information from the Internet about airport terminals and make notes. Then ask Ss to use their notes to write a short text about airport terminals. Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson.

president • architecture • boulevard • dome

ENDING THE LESSON

Ss present their monologues.






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Lesson objectives All learners will be able to: Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for cohesion and coherence Some learners will be able to: Listen and read for gist, read for cohesion and coherence, write an email reviewing a concert

Assessment criteria

Learners have met the learning objective if they can: write an email reviewing a concert



Travel & transport


Previous learning

Plan


Excel Resources


To revise the airport terminals in your country. Revise the words.


8.4.5.1

8.4.2.1

8.1.7.1

To complete a list of dos and don’ts relating to being a responsible tourist

Ask Ss to read the words in the list and complete the task. Check Ss’ answers around the class.

To give advice incorporating the value of being a responsible tourist Ask Ss to work in pairs and complete the task and then ask some Ss to share their answers with the rest of the class.

To test knowledge learnt in this module/ to do a quiz

Explain the task. Allow Ss some time to read the

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statements and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers.

To consolidate vocabulary learnt in the module/to write a quiz

Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. You can cross the River Thames on a cable car. [T]) Ss can swap their quiz with another pair and do it and then report back to the class.

Song To listen and read for gist

Read out the list of words and explain/elicit the meanings. Give Ss time to complete the task. Play the recording. Ss listen and check their answers.

To complete a list of dos and don’ts relating to being a responsible tourist

Ask Ss to read the words in the list and complete the task. Check Ss’ answers around the class.

To give advice incorporating the value of being a responsible tourist Ask Ss to work in pairs and complete the task and then ask some Ss to share their answers with the rest of the class.


Explain the task. Allow Ss some time to read the statements and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers.


Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. You can cross the River Thames on a cable car. [T]) Ss can swap their quiz with another pair and do it and then report back to the class.

ENDING THE LESSON

To discuss the main message of the song


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215





Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn about values Most learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz Some learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz, write a quiz

Assessment criteria

Learners have met the learning objective if they can: discuss the values



Travel & transport


Previous learning Travel and transport vocabulary

Plan Planned timings Planned activities (replace the notes below with your

planned activities) Excel Resources


Revision of the modules 5 6 7 vocabulary & UE


Summative assessment for the term. (40 min)

ENDING THE LESSON

Play the recording. Ss listen and check their answers. The Ss sing a song




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MODULE 5 “Reading for pleasure” LESSON: Module 7 Lesson 11 Project work Green issue Green Eating

School:

Date: Teacher name:


8.5.7.1 - use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.5.8.1 - spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.5.9.1 - punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.4.8.1 use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding


Previous learning Transport and travel vocabulary




To discuss about title of the issue- Green Eating Food for thought. Ask Ss to read the title of the text.

What do you think about meaning?

How can you help the Earth by doing nothing?

Suggested Answer I think the text is about eating and shopping for food that is good for our health and the environment.

Main Activities

Step 1 Read the text again and mark the sentences as T or F. Then explain the words on

218

8.4.2.1

8.3.3.1

8.3.3.1

8.2.6.1

8.5.8.1

8.4.8.1

bold. 1 T 2 T 3 F 4 T 5 F 6 T Step 2 Match the words/ phrases to their meaning. 1 e 3 c 5 g 7 j 9 f 2 a 4 h 6 i 8 b 10 Step 3 Complete the sentences using ideas from the text Suggested Answers 1 reduce greenhouse gases. 2 eat fresher and less packaged produce. 3 save money and reduce packaging. Step 4 Think of three things that impressed you from the text. Allow Ss some time to read the statements and mark them. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss’ answers. Suggested Answer I was impressed by how if we stopped eating meat it would help the environment more than if we stopped all transportation of goods. I also liked the idea of buying in bulk and saving money. I found it interesting that less energy is wasted buying produce in season Step 5 Choose a topic. In three minutes write a few sentences on it. Read them to the class. Suggested Answers Topic 1 I don’t think we buy any organic vegetables as we buy them from a big supermarket. I don’t know if they are grown locally or how they are grown. My family has never thought about the importance of how vegetables are grown. Topic 2 I try to buy products with recycled packaging because I know this helps the environment. I don’t buy used clothes or used items only because I don’t know where to buy good quality items. I would like to learn more about what is available in recycled products.

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Ending the lesson

8.5.7.1 8.5.9.1

Project work. Keep a record of the things your parents buy when they go food shopping this week. Are they environmentally-friendly food shoppers? Then report it to the class.



Cross-curricular links Health and safety check ICT links Values links prompt less able learners to ask a range

of questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz






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Lesson plan

LESSON: Module 8 Lesson 1 Food and Drink Vovabulary

School:

Date: Teacher name:



C10 - 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world S7 - 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives All learners will be able to: use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information

Assessment criteria

Learners have met the learning objective (C10 / S7) if they can: speak about food and drink, cooking methods, special dishes and meals

Value links Exploration of the themes of food and drinks


Food and Drinks around the World



Plan


Excel Resources


What’s in this module?

Read the title of the module Food & Drink and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.


Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. Ask questions to check Ss’ understanding.

Answer Key a food calendar (p. 88) Have you ever seen/used a food calendar? Do you know any of these festivals/special dishes? Would you like to try them? Why (not)?

221

a menu (p. 94) Where can you see a menu? What would you like to eat/drink from this menu?

measurements (p. 97) Which of these measurements do you use? What do they measure?

What’s in this module?

Read the title of the module Food & Drink and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.


Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. • Ask questions to check Ss’ understanding.

Answer Key a food calendar (p. 88) Have you ever seen/used a food calendar? Do you know any of these festivals/special dishes? Would you like to try them? Why (not)?

a menu (p. 94) Where can you see a menu? What would you like to eat/drink from this menu?

measurements (p. 97) Which of these measurements do you use? What do they measure?


C10

S7

Vocabulary

1 To present foods and drinks

Direct Ss to the pictures. • Play the recording. Ss listen and repeat chorally and/or individually.

2 To talk about foods and drinks

Read the question and the example aloud and then ask various Ss to offer answers.

Suggested Answer Key I’d eat pizza/roast chicken with potatoes and carrots/ grilled fish and rice for dinner. I’d eat salad/a burger for lunch. I’d eat cereal with milk/yoghurt for breakfast. I’d eat chocolate cake/yoghurt/fresh fruit for dessert. I’d drink orange juice for breakfast. I’d drink a milkshake for a snack.

3 To talk about foods and drinks

Read the question and the example aloud and then elicit answers from various Ss from around the class.

Suggested Answer Key I like eating chocolate cake because it is delicious. I like eating yoghurt because it is light. I like eating roast chicken with potatoes and carrots because it is filling. I

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like eating cereal because it is light. I like drinking orange juice because it is tasty. I like eating burgers because they are delicious. I like eating pizza because it is tasty. I like eating grilled fish and rice because it is nourishing. I like eating salad because it is healthy. I like drinking milkshakes because they are tasty.

ENDING THE LESSON

(An activity to consolidate the language of the lesson.) Ask the pupils to speak about food and drinks they like with possible reasons for it.






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Lesson plan

LESSON: Module 8 Lesson 2 Reading +Vocabulary 1a

School:

Date: Teacher name:



8.2.6.1L6 – deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.4.5.1R5 – deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 8.4.4.1R4 – read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics 8.4.2.1L4 – understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.4.7.1R7 - recognise typical features at word, sentence and text level in a range of written genres 8.3.7.1S7 – use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.1.8.1C8 – develop intercultural awareness through reading and discussion 8.3.5.1S5 – interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 8.5.2.1W2 – write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics

Lesson objectives All learners will be able to: listen and read for gist and for specific information, prepare a calendar of festivals Most learners will be able to: listen and read for gist and specific information, to learn cooking methods, prepare a calendar of festivals Some learners will be able to: listen and read for gist and specific information, to cooking methods, talk about festival food, prepare a calendar of festivals

Assessment criteria

Learners have met the learning objective if they can: prepare a calendar of festivals and talk about festival food

Value links Food and Drinks around the World


Food and Drink



Plan

224


Excel Resources


8.4.5.1

8.4.4.1

1 To introduce the topic; To listen and read for gist Ask Ss to look at the pictures and guess which festival each food is related to. Play the recording. Ss listen and read the text and find out.

Answer Key haggis – Burns Night minestrone – Sagra delle Virtú smoked fish – Midsummer hotdogs, corn on the cob – Independence Day jerk chicken – Notting Hill Carnival parkin – Bonfire Night Dundee cake – Hogmanay

Refer Ss to the Word List to look up the words in the Check these words box. • Play the video for Ss and elicit their comments.


8.4.2.1

8.4.5.1

8.4.7.1

8.4.7.1


Explain the task. Allow Ss time to read the headings and then read the text again and complete the task. Check Ss’ answers.

Answer Key A 7 B 5 C 2 D 6 E 8 F 1 G 3


Read out the example question and answer and then ask Ss to ask and answer questions based on the text in closed pairs. Monitor the activity around the class and then ask some Ss to ask and answer in front of the class.

Suggested Answer Key A: What do the Swedish and Finnish celebrate between 20th and 26th June? B: Midsummer. A: What do people do on 4th July in the USA? B: They watch fireworks, and have barbecues and picnics. A: What dish do people eat at the Notting Hill Carnival? B: They eat jerk chicken. A: When is Guy Fawkes’ Night? B: It is on 5th November. A: What is the New Year’s Eve celebration called in Scotland? B: It’s called Hogmanay.

4 To consolidate new vocabulary

Explain the task and give Ss time to complete it referring to the text as necessary.

Answer Key 1 dinner 3 vegetables 5 street 2 thick 4 fireworks 6 colourful

Then read out the example sentences and give Ss time to make sentences based on the text using the collocations. Elicit answers from Ss around the class.

Suggested Answer Key Minestrone is a type of thick soup. It is made with fresh

225

8.3.7.1

8.1.8.1

8.3.5.1

vegetables. On Independence Day, there are fireworks displays across America. Notting Hill Carnival is a street festival in London. There is a colourful parade with Caribbean music.

5 To consolidate new vocabulary

Explain the task and give Ss time to use the underlined words/phrases in the text to complete the sentences. Check Ss’ answers.

Answer Key 1 main course 3 population 5 ashes 2 early hours 4 stuffed

6 To practise new vocabulary

Explain the task and give Ss time to complete it. • Ask Ss to check their answers in their dictionaries.

Suggested Answer Key 1 bitter 3 spicy 5 dessert 2 still 4 grate 6 recipe

7 To present & practise vocabulary for cooking methods & foods

Explain the task and ask a pair of Ss to model the example exchange. Explain or elicit the meanings of any unknown words and then ask Ss to work in pairs and discuss the foods and cooking methods following the example. Monitor the activity around the class.

Suggested Answer Key A: How do you like your potatoes? B: I like them mashed or fried. What about you? A: I like them baked. B: How do you like your fish? A: I like it grilled. What about you? B: I like it fried and I like it baked, too. A: How do you like your chicken? B: I like it roasted. What about you? A: I like it fried. B: How do you like your vegetables? A: I like them grilled. What about you? B: I like them raw. I don’t like boiled vegetables at all! A: How do you like your rice? B: I like it boiled. What about you? A: I like it steamed. B: How do you like your lamb? A: I like it roasted. What about you? B: I don’t like lamb at all!

8 To talk about food festivals; to expand the topic

Divide the class into small groups and explain the task. Allow

226

8.5.2.1

Ss time to think about various food festivals in their country and make a list and include what foods people eat during the festivals. Then ask various groups to use their list to present the festivals to the class.

Suggested Answer Key Orthodox Christmas – December – fruit and nuts, chocolates and baursak (like doughnuts), salads and plov (rice, beef and carrots cooked in oil and cumin) International Women’s Day – 8th March – family meal (usually cooked by a man). Chocolates often given as a gift. Orthodox Easter –March or April - boiled eggs in bright colours, round sweet bread called kulich Almaty apple festival – September – all kinds of apple dishes

9 To prepare a festival calendar

Explain the task and have Ss work in the same groups as before and produce a festival calendar similar to the text in Ex. 1 either in class or as HW. Ask the groups to present their calendars to the class.

Suggested Answer Key Orthodox Christmas is in December and the Kazakh people eat fruit, nuts and sweets such as chocolates and baursak which are like doughnuts. They also eat salads and plov. This is rice, beef and carrots cooked in oil and cumin.

On International Women’s Day, on 8th March, the Kazakh people usually have a family meal which is usually cooked by a man. Men often give chocolates to women as a gift.

At Orthodox Easter in March or April, people eat boiled eggs in bright colours and a round sweet bread called kulich.

At the Almaty Apple Festival in September, people eat all kinds of apple dishes.

ENDING THE LESSON

Ss present the calendars to the class Student’s Book: Language Review 8a Workbook: 8a




227



228

Lesson plan

LESSON: Module 8 Lesson 3 Use of English 8b

School:

Date: Teacher name:



8.5.2.1 – write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics 8.6.4.1 – use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and curricular topics

Lesson objectives All learners will be able to: Learn/revise a/an-some/any-no-(how)much/many-a lot/lots of-(a) few/(a) little Most learners will be able to: Learn/revise a/an-some/any-no-(how)much/many-a lot/lots of-(a) few/(a) little, learn food categories, learn/revise several, plenty of, (a large/small) amount/number Some learners will be able to: Learn/revise a/an-some/any-no-(how)much/many-a lot/lots of-(a) few/(a) little, learn food categories, learn/revise several, plenty of, (a large/small) amount/number, learn containers, learn word formation (verb suffixes), learn all, both (of) half

Assessment criteria

Learners have met the learning objective if they can: use phrases of measurement corretly.

Value links Food and Drinks around the World


Food and Drink


Previous learning Food Festivls.

Plan


Excel Resources


To revise food and drinks


8.5.2.1

1 To present countable/uncountable & quantifiers

Go through the table with Ss and elicit the L1 equivalents for the examples.

(Ss’ own answers)

Ask and elicit answers for the question in the rubric. Explain that we also use any in questions (e.g. Is there any …?).

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8.5.2.1

8.5.2.1

Answer Key Affirmative: an, one, some, a lot/lots of, (a) few, (a) little, no Negative: many, much, any Questions: How many, How much, any

2 To practise using countable/uncountable & quantifiers

Explain the task. • Ss do the task in closed pairs. Check Ss’ answers.

Answer Key 1 any 4 a lot of 7 much 10 a few 2 much 5 a little 8 no 3 a few 6 much 9 a lot of

3 To present vocabulary related to food/drinks

Explain/elicit the meaning of any unknown words. Give Ss time to copy and complete the table in their notebooks. Check Ss’ answers around the class. Then give Ss two minutes to add as many more words as they can.


meat dairy fruit & vegetables desserts beef U chicken U lamb U (pork) milk U cheese U yoghurt U (butter, cream) cabbage C potato C lettuce C carrot C apple C pear C banana C grape C (lemon, orange, tomato, peach) cake U ice cream U (apple pie, lemon tart)

4 To practise using quantifiers, a/an and some/any, much/many

Explain the task. Give Ss time to complete it. Check Ss’ answers.

Answer Key 1 some 2 any 3 an 4 a 5 much 6 lots 7 any 8 many 9 some

5 a) To present several, plenty of, (a large/small) amount/number Go through the table with Ss and elicit the L1 equivalents for the examples. (Ss’ own answers) Ask the question in the rubric and elicit answers from Ss around the class. Answer Key We use plenty of with countable and uncountable nouns. We use several only with countable nouns to express a small number of something. We use (a large/small) amount of with uncountable nouns. We use (a large/small) number of with countable nouns. b) To practise several, plenty of, (a large/

230

small) amount/number Explain the task. Give Ss time to complete it. Check Ss’ answers. Answer Key 1 several 2 number 3 plenty 4 amount 6 To present containers Read out the containers in the list and ask Ss to complete the gaps under the pictures with them. Play the recording for Ss to listen an check their answers. Answer Key 1 box 2 bottle 3 bag 4 packet 5 carton 6 can 7 Practising word formation (verb suffixes) Ask Ss to read the theory box and then explain the task. Give Ss time to complete the task and then check their answers. Answer Key 1 strengthen 2 classify 3 specialise 4 formulating 8 To present and practise all, both (of), half Go through the table with Ss and explain any points they are unsure of. Give Ss time to complete the sentences and then check Ss’ answers. Answer Key 1 Both 2 all 3 half 4 Both

ENDING THE LESSON







231

Lesson plan

LESSON: Module 8 Lesson 4 Skills 8c

School:

Date: Teacher name:



8.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 8.2.3.1 - understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics; 8.4.3.1 - understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts; 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics; 8.6.15.1 - use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics 8.2.4.1 - understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics; 8.5.2.1 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.6.13.1 - use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics; 8.5.1.1 - plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics;

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn prepositional phrases Most learners will be able to: Listen and read for gist, read for specific information, learn prepositional phrases, learn phrasal verbs with break, listen for specific information, talk about eating habits Some learners will be able to: Listen and read for gist, read for specific information, learn prepositional phrases, learn phrasal verbs with break, listen for specific information, talk about eating habits, write an email

Assessment criteria

Learners have met the learning objective if they can: talk about eating habits and write an email

Value links Food and Drinks around the world


Food and Drink

232


Previous learning Natural disasters and grammar

Plan


Excel Resources

BEGINNING THE LESSON 8.1.9.1 8.2.3.1

8.4.3.1 8.4.4.1

1 To listen and read for gist Ask Ss to look at the picture and read the title of the text. Elicit Ss’ guesses as to what the text is about. Play the recording. Ss read the text and find out.

Answer Key I think food affects how the brain works.

Play the video for Ss and elicit their comments.

RECORDING VIDEO + QUESTIONS


8.4.2.1

8.3.7.1

8.6.15.1

8.6.15.1

8.2.4.1


Ask Ss to read the questions and answer choices 1-3. Give Ss time to read the text and complete the task. Check Ss’ answers around the class.

Answer Key 1 A 2 C 3 C

Refer Ss to the Word List to look up the words in the Check these words box.

3 To assess acquired knowledge from a text, to express an opinion

Ask Ss to discuss the questions in pairs. Monitor the activity around the class and then ask various Ss to tell the class.

Suggested Answer Key I learnt about how food affects the functions in the brain. I will try to eat more protein and fatty acids to help my brain be healthy.

4 To present and practise prepositional phrases

Explain the task and give Ss some time to complete it then check Ss’ answers.

Answer Key 1 At 2 in 3 on 4 for 5 in

5 To present and practise phrasal verbs with break

Read out the box and explain the task. Give Ss time to complete the task. Check Ss’ answers.

Answer Key 1 out 2 down 3 into 4 up

6 To listen for specific information

Explain the task and ask Ss to look at the gapped text and

Recording

233

8.5.2.1

8.6.13.1

8.5.1.1

think about what the missing information might be. • Play the recording. Ss listen and complete the blanks 1-5. • Check Ss’ answers.

Answer Key 1 cereal 2 apple 3 beef 4 ice cream 5 cake

7 To talk about eating habits

Ask Ss to talk in pairs about their eating habits using the table to help them. Monitor the activity around the class and then ask various Ss to tell the rest of the class.

Suggested Answer Key I don’t eat any cake or biscuits, but I eat some sweets from time to time. I don’t drink any milk, but I eat a lot of fruit.

8 To write an email

Explain the task. Allow time for Ss to complete their emails following the directions. Ask various Ss around the class to read their emails aloud to the class.

Suggested Answer Key Hi John, I hope you are well. I have some ideas about how you can improve your concentration and performance at school. Firstly, the brain works better if it gets enough amino acids. You can find these in meat, fish, eggs and dairy products. It also needs fatty acids from oily fish, liver and dark green vegetables. Finally, it needs the micronutrients in fruit, vegetables and nuts. By eating a healthy diet that includes these foods, you can improve your mental performance. Hope this is helpful. Write soon, Olga

ENDING THE LESSON


(Other Ss listen carefully and ask questions if necessary)

Student’s Book: Language Review 8c

Workbook: 8c






234

Lesson plan

LESSON: Module 8 Lesson 6 Across Cultures 8e

School:

Date: Teacher name:



8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.1.8.1 - develop intercultural awareness through reading and discussion; 8.5.4.1 - use with some support style and register appropriate to a variety of written genres on general and curricular topics

Lesson objectives All learners will be able to: listen and read for gist, for specific information Most learners will be able to: listen and read for gist, read for specific information, compare breakfast Some learners will be able to: listen and read fir gist, read for specific information, compare breakfast, write about typical lunch food in the UK an in Kazakhstan

Assessment criteria

Learners have met the learning objective if they can: compare breakfasts and write about typical lunch food in the UK and in Kazakhstan



Food and Drink


Previous learning Everyday English

Plan


Excel Resources


8.4.4.1

1 To introduce the topic; to read for gist Direct Ss' attention to the title of the text and the pictures and elicit how breakfast in the UK is similar/different to breakfast in Kazakhstan. Allow Ss time to read through the texts and find out.

Suggested Answer Key Both countries have a simple breakfast during the week. Both nations have porridge as a breakfast dish and both the British and the Kazakhs drink tea.

Ask Ss to use their dictionaries to look up the meanings of the words in the Check these words box. Play the video for Ss and elicit their comments.

VIDEO + QUESTIONS

235


8.2.6.1

8.1.8.1

8.5.4.1

2 To read and listen for key information; to compare breakfast habits of two countries

Explain the task. Play the audio and ask Ss to listen and follow the text in their books. Then ask Ss to compare the breakfast habits of people in the UK and in Kazakhstan in pairs following the example. Monitor the activity around the class and then ask some Ss to tell the class.

Suggested Answer Key A typical British breakfast includes fried eggs, bacon, sausages, baked beans and toast. It can also include black pudding, fried mushrooms and tomatoes. A typical Kazakh breakfast includes lots of dairy-based products such as milk and ayran. During the week, both British and Kazakh people might eat porridge, or bread with different toppings. The British eat toast with butter and jam or marmalade, or breakfast cereal, while the Kazakhs eat fried eggs, bread, jam, milk and berries. People from both countries drink tea with breakfast.

3 To write a text about what people in the UK and Kazakhstan eat for lunch

Explain the task and tell Ss they must research online and collect information about lunch foods in the UK and in Kazakhstan and then write a short text. Assign the task as HW. Ask Ss to read their texts to the class.

Suggested Answer Key A typical lunch in the UK is a sandwich with a packet of crisps, some fruit, and a drink. Cheese, ham or chicken sandwiches are popular. Alternatively, soup is a popular lunch choice. The exception is on Sundays, when a full meal of roast meat and vegetables is served in the middle of the day. Lunch in Kazakhstan is very different. It is a large, cooked meal. Lunch consists of a dish of boiled meat or sausages, usually with dough balls with a sauce and bread, along with tea.

ENDING THE LESSON


Student’s Book: Language Review 8e

Workbook: Vocabulary Bank 8




236



237

Lesson plan

LESSON: Module 8 Lesson 7 Across the curriculum 8f

School:

Date: Teacher name:



8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.1.3.1 - respect differing points of view; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

Lesson objectives All learners will be able to: listen and read for gist, read for specific information Most learners will be able to: listen and read for gist, read for specific information, talk about food labels Some learners will be able to: listen and read for gist, read for specific information, talk about food labels, present food labels

Assessment criteria

Learners have met the learning objective if they can: talk about food labels and present food labels



Food and Drink


Previous learning Across Cultures

Plan


Excel Resources


8.4.2.1

1 To introduce the topic and listen and read for gist Ask Ss to look at the labels. Elicit Ss’ guesses as to what they are for. Play the recording. Ss listen and read the text and find out.

Suggested Answer Key The labels are found on food products and give information about storage, ingredients, nutrition and more.

Recording VIDEO + QUESTIONS


8.4.2.1


Ask Ss to read the statements 1-5. Give Ss time to read the text again and complete the task. Check Ss’ answers around the class.

Answer Key 1 F 2 F 3 T 4 DS 5 T

238

8.1.3.1

8.1.10.1

1 In different countries, there are different laws about what information a label must contain. 2 After opening, it should be kept in the fridge or freezer.

Refer Ss to the Word List to look up the words in the Check these words box. • Play the video for Ss and elicit their comments.


Give Ss time to read the text again and formulate their answers. Then ask various Ss to tell the class.

Suggested Answer Key I think it is important for food products to have labels so we can know exactly what we are eating and make informed decisions about products before we buy them.

4 To prepare a poster

Ask Ss to work in small groups and collect labels from various food products in their country. Then ask various groups of Ss to present them to the class.

(Ss’ own answers)

ENDING THE LESSON

To make a positive change by being a global citizen you can:

volunteer for a group that helps your local community.

sign a petition that campaigns for positive action to help the environment.

email/tweet your local MP or a world leader to encourage them to make a positive change.

Student’s Book: Language Review 8f, Prepositions

Workbook: 8d,e,f






239

Lesson plan

LESSON: Module 8 Lesson 8 Writing 8g

School:

Date: Teacher name:



8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics; 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics; 8.4.7.1 - recognise typical features at word, sentence and text level in a range of written genres 8.5.1.1 - plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics; 8.5.4.1 - use with some support style and register appropriate to a variety of written genres on general and curricular topics

Lesson objectives All learners will be able to: read for gist, read for cohesion and coherence Most learners will be able to: read for gist, read for cohesion and coherence, write an email following the plan Some learners will be able to: read for the gist, read for cohesion and coherence, write an email describing how to make your favourite food

Assessment criteria

Learners have met the learning objective if they can: write an email describing your favourite food



Food and Drink


Previous learning Across the curriculum

Plan


Excel Resources


8.4.4.1

1 To read for specific information Ask Ss to read the text and then elicit answers to the questions.

Answer Key The writer is Luiza. It is about a recipe for a dish.


2 To read for cohesion and coherence

Explain the task and ask Ss to read the email again. Give Ss time to complete the task using their dictionaries as necessary. Play the recording for Ss to listen and check their answers.

240

8.4.7.1

8.5.1.1

8.5.4.1

Answer Key 1 Chop 3 peel 5 boil 7 sprinkle 2 grate 4 Fry 6 Pour

Ask Ss to use the Word List to look up the meanings of the words in the Check these words box.

3 To practise saying measurements

Ask Ss to look at the recipe for chocolate cake and read the box explaining measurements and ask and answer in pairs following the example. Monitor the activity around the class and then ask some Ss to ask and answer in front of the class.


A: How much sugar do we need? B: 150 g. How much cocoa powder do we need? A: 100 g. How much baking powder do we need? B: 2 tsp. How many eggs do we need? A: Three. How much milk do we need? B: 250 ml. How much butter do we need? A: 250 g. 4 To write an email

Explain the task and give Ss time to write their emails using the plan to help them. Remind Ss to use the email in Ex. 1 as a model and to use appropriate cooking verbs. Remind Ss to check their piece of writing and edit it. Check Ss' answers. Alternatively, assign the ask as HW and check Ss' answers in the next lesson.


Hi Katy,

How are you? I’ve got the recipe you asked for. I’m so glad you liked the meatballs I cooked on Saturday. It’s my favourite dish. First, you need 500 g of minced beef, an egg, an onion, a carrot, a green pepper and some breadcrumbs. Wash the vegetables and grate the carrot and chop the onion and the pepper finely. Then, mix the beef, egg, vegetables and breadcrumbs together. Season with salt and pepper. Next, make small balls and put them in a baking dish with some olive oil. Bake for 25 minutes at 200° C. When they’re ready, serve with mayonnaise or tomato sauce. You can change some of the ingredients if you want. For example, you can add herbs. Write back and tell me what you think.

Best Wishes,

Maria

241

ENDING THE LESSON

Ss may read their writings to the class Student’s Book: Self-Check 8

Workbook: 8g






242

Lesson plan

LESSON: Module 8 Lesson 9 Summative Assessment for Unit 8 Edutainment 8

School:

Date: Teacher name:



8.1.2.1 - use speaking and listening skills to provide sensitive feedback to peers; 8.1.4.1 - evaluate and respond constructively to feedback from others; 8.1.5.1 - use feedback to set personal learning objectives; 8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics; 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics; 8.3.4.1 - respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.5.3.1 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics; 8.5.2.1 - use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics; 8.6.3.1 - use a growing variety of compound adjectives and adjectives as participles and some comparative structures including not as…as, much …than to indicate degree on a range of familiar general and curricular topics; 8.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics; 8.6.9.1 - use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics; 8.6.10.1 - use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics; 8.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics 8.4.5.1 - deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics 8.1.8.1 - develop intercultural awareness through reading and discussion

243


Assessment criteria

Learners have met the learning objective if they can: speak about values



Food and Drink


Previous learning Writing an email

Plan


Excel Resources


Summative assessment for Unit 8 “ Food and Drink” – 20 minutes


1 To discuss the value of healthy eating habits and express an opinion

Ask Ss to read the list of healthy eating habits and ask Ss to discuss in pairs which ones they follow and which bad habits they are going to change. • Monitor the activity around the class and then elicit further answers from Ss around the class.

(Ss' own answers)

2 Preparing a poster

Explain the task and ask Ss to work in small groups and research on the Internet and gather information to prepare a poster. • Give Ss time to complete the task and then ask various Ss to show their posters to the rest of the class.


3 To test knowledge learnt in this module/to do a quiz

Explain the task. Allow Ss some time to read the statements and mark them as true or false. • Tell Ss they can review the module and find the relevant information to help them if necessary. • Check Ss’ answers.

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

244

8.2.6.1

8.4.5.1

8.1.8.1

4 To consolidate vocabulary learnt in the module/to write a quiz

Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions. • Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. Burns Night is on 25th January. [T]). • Ss can swap their quiz with another pair and do it and then report back to the class.


1 A festive food in Sweden is jerk chicken. [F] 2 Scottish people eat haggis at Hogmanay. [F] 3 Parkin is a type of toffee. [F] 4 Iron and copper are types of fatty acids. [F] 5 Amino acids are found in proteins. [T] 6 British people often have cereal for breakfast. [T] 7 In the UK, people drink coffee with breakfast. [F] 8 Food labels are different in different countries. [T]

5 To listen and read for gist

Read out the list of words/phrases and explain/elicit the meanings. Elicit Ss’ guesses as to what the song is about. Play the recording. Ss listen, read and check if their guesses were correct.

Suggested Answer Key The song is about meeting with family and friends and celebrating.

6 To discuss the main message of the song


Suggested Answer Key I think the singer enjoys family celebrations because he/she likes to spend time with their family and have fun.

ENDING THE LESSON

Play the video and elicit Ss’ comments at the end. VIDEO + QUESTIONS




245



246

Lesson plan LESSON: Module 8 Lesson 10 Project work Green issue Green Fitness Programe

School:

Date: Teacher name:





Previous learning Environment vocabulary

Plan


Teacher Notes


1.Read the title of the text. How can it be related to the pictures? Read and check.

Suggested Answer The title refers to keeping in shape and the environment and it is related to the pictures of people exercising and doing outdoor activities.

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Main Activities 8.4.2.1 8.3.7.1 8.2.5.1 8.3.5.1 8.3.5.1 8.1.1.1

2.Read the text again. Fill in the gaps with the appropriate word. Compare with a partner. 3 Match the words in bold (1-8) in the text to their meanings (a-h). Answer Keys 1 at 2 or/and 3 When 4 than 5 be 6 makes 7 less 8 too 9 This 10 when 11 if 12 to 3.Match the words in bold (1-8) in the text to their meanings (a-h). Answer Key: 1 f 2 d 3 a 4 h 5 b 6 g 7 c 8 e 4. Read the text again and say how you can get fit and help the environment at the same time. What else can you do? Suggested Answer We can get fit and help the environment at the same time by walking and cycling instead of driving to places. We can also do outdoor activities, like gardening, that help the environment and are good exercise. Another idea is to get involved in clean-up days and help clean up the environment while exercising. 5.Is your ‘fitness programme’ green? Tell your partner. Suggested Answer I play a lot of outdoor sports like football and basketball that don’t use electricity. I also like to ride my bike in the park and I never go to gyms. 6.Work in pairs. Use the information in the text to persuade your friend to follow the Green Fitness Programme. Think about: positive impact on the environment • how it will help your friend get fit Suggested Answer You should follow a Green Fitness Programme because you will help the environment and get fit as well. By riding your bike or walking, you exercise and reduce emissions from cars. Also by exercising outside you get fresh air and don’t use electricity as it produces CO2 and causes global warming. Other activities, like gardening are great ways to get exercise and help the environment. Starting a compost heap gets you moving and helps plants so they need less water.


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7.Project: a) In groups, try to think of other ways to help the environment while working out. Then prepare a poster presenting your findings to the class. b) Follow your Green Fitness Programme for two weeks. Has it helped you look and feel great? Tell the class.


7. Project: Then report your experience to the class.




Cross-curricular links Health and safety check ICT links Values links prompt less able learners to ask a range of

questions with different question starters and highlight areas of questions that need to be corrected before proceeding to quiz






249

`Module 9 “The world of work” LESSON: Module 9 Lesson 1 Vocabulary School:

Date: Teacher name:



8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics; 8.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts;

Lesson objectives

All learners will be able to: Listen and read for gist, read for specific information, Most learners will be able to: Listen and read for gist, read for specific information, get an overview of a module Some learners will be able to: Listen and read for gist, read for specific information, talk about forms of entertainment

Assessment criteria

Learners have met the learning objective if they can: talk about entertainment





Previous learning

Daily routines & free-time activities

Plan

Planned timings

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

Teacher Notes


8.3.7.1

Look at the pictures (1-12).

Listen and repeat

To generate topic-related vocabulary • Write the title ‘entertainment’ on the board and the examples ‘actor’ and ‘singer’. Explain the task to Ss. Allow them one minute to complete the task. • Ask Ss to share their answers with their partner and then with the rest of the class.

250


8.3.7.1

8.1.9.1

8.4.2.1

1. What does each person do at work? Use the phrases to tell the class.

Write the title ‘entertainment’ on the board and the examples ‘actor’ and ‘singer’. Explain the task to Ss. Allow them one minute to complete the task. • Ask Ss to share their answers with their partner and then with the rest of the class.

2. Find the page numbers for ………

Direct Ss’ attention to the pictures. • Elicit a variety of answers to the questions in the rubric.

To introduce the topic and predict the content of the text

• Direct Ss’ attention to the pictures.

• Elicit a variety of answers to the questions in the

rubric.

3. In a minute, write as many jobs as you can related to entertainment (actor, singer, etc). Compare with your partner.

Allow Ss some time to read the text again and answer the questions. • Check Ss’ answers

4. Look at the pictures. Where do these people work? What do they do for a living? Listen and read to find out. Then match the pictures to the texts

Suggested Answer Key dancer, comedian, musician, clown, director, composer, magician, ballerina, circus performer, etc

Suggested Answer Key The pictures show people who have strange jobs. There is someone dressed as a cartoon character and a woman who looks like a statue. I think the cartoon character works at a theme park and the statue woman might be an actress.

Answer Key 1 A 2 B 3 B 4 A 5 A • Direct Ss to the Word List to look up the meanings of the words in the Check these words box. • Play the video and elicit Ss’ comments.

ENDING THE LESSON

Read the texts and answer the questions. Which of the entertainers (A or B). ...

Student’s Book: Language Review 9a

Workbook: 9a









251

Lesson plan

LESSON: Module 9 Lesson 2 School:

Date: Teacher name:



8.1.3.1 respect differing points of view; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.3.6.1 - link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn about compound nouns and compound adjectives Most learners will be able to: Listen and read for gist, read for specific information, learn about compound nouns and compound adjectives, talk about water attractions Some learners will be able to: Listen and read for gist, read for specific information, learn about compound nouns and compound adjectives, talk about water attractions, recommend and write a blog entry

Assessment criteria

Learners have met the learning objective if they can: talk about water attractions and write a blog entry






Plan


Teacher notes Excel Resources


Complete with the words: costume, statue, humor, still, room, mask, slowly, clothes, job, paint. Use the phrases to present Christina and Joe to the class.

Tell the class three things you remember from the texts in Ex. 2

Recording Video

252


8.1.3.1

8.3.3.1

8.2.2.1

8.3.6.1

1. Which of the jobs in the texts would/ wouldn’t you like to do? Why? In three minutes write a few sentences. Read your sentences to your partner . Ex 6b

2. Fill in: artist, presenter, trainer, guard, worker, driver, agent, surgeon, designer, programmer, pilot, assistant to form compound nouns. Listen and check. Listen again and repeat. Mind the stressed syllables. Ex 7a

3. Listen to Petra talking about her job and work routine and complete the table in your notebook. Talk about Petra’s job and work routine Ex 8a,b

Ask various Ss around the class to say three things they remember from the text.

Draw Ss’ attention to the Study Skills box and read through the examples. • Explain the task and any unknown words. • Allow Ss some time to complete the task. • Play the recording. Ss listen and check their answers

Explain the task. Go through the table and make sure that Ss understand the vocabulary. • Encourage Ss to suggest possible answers. • Play the recording. Ss listen and complete the table. Play the recording again if necessary. • Check Ss’ answers around the class.

ENDING THE LESSON

Think of an unusual job. Make notes under the headings in Ex. 8a. Write a short text. Present your job to the class.

Explain the task and ask Ss to work in small groups and think of an unusual job. • Then ask Ss to copy the table from Ex. 8a into their notebooks and complete it. • Allow Ss some time to complete the task. • Ss share their jobs with the rest of the class.

Student’s Book: Language review 3a Workbook: 3a









253

Lesson plan LESSON: Module 9 Lesson 3 Use of English

School:

Date: Teacher name:



8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics; 8.6.11.1 - use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics 8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.5.3.2 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics








Plan


Teacher notes


8.6.11.1

Reported speech

1 Read the theory and answer the questions

Say then write on the board: “I’m very tired,” John said. Explain that direct speech is the exact words someone says and it is written in quotation marks. Say then write on the board: John said (that) he was tired. Explain that reported speech is the exact meaning of what someone says but not the exact words and we do not use quotation marks. Explain

254

that we can use the word that to introduce the reported speech or we can omit it.


8.6.11.1

8.6.11.1

8.2.2.1

8.6.11.1

8.3.3.1

1. Read the sentences. When do we use the verbs said? told?

Ask Ss to read the table and then elicit when we use the verbs said/told

Answer Key We use said in direct and reported speech without to when it is not followed by the person being spoken to and with to when it is followed by the person being spoken to. We use told in direct and reported speech with to + personal pronoun.

2. Read the sentences. When do we use the verbs said? told?

Explain the task and then give Ss time to complete it. • Check Ss’ answers

• Explain the task and then give Ss time to complete the task. • Check Ss’ answers

3. Fill in: said or told.

ENDING THE LESSON

8.6.11.1

8.5.3.2

Rewrite the sentences from direct into reported speech.









255


Date: Teacher name:



8.6.6.1 - use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics; 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.6.11.1 - use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics; 8.1.6.1 - organise and present information clearly to others;










Plan


Teacher notes

BEGINNING THE LESSO

8.6.11.1

1. Report the questions and commands. Ex 5

To practise reported questions/ commands Explain the task and give Ss time to complete

Answer Key

1 He asked where the manager’s office was. 2 He asked me if Fatiha was at the meeting. 3 Inkar said to/told Azat not to forget

256


8.6.11.1

8.1.6.1

it. Then, check Ss’ answers.

2. Read the theory and report the sentences. Use the special introductory verbs in brackets. Ex 6

To present/practise reporting verbs • Ask Ss to read the table and then give them time to complete the task. • Check Ss’ answers and then refer Ss to the Grammar Reference section for more information.

his papers. 4 He told me to check if the file was on his computer. 5 Lucy asked Ben if he had read the report. 6 Mum said to/told Nurlan to wake up.

Answer Key 1

He ordered me to go to my room. 2 She asked him to give her the book. 3 Ulan apologized for shouting at me. 4 He refused to go to the shop. 5 Sholpan offered to show Nurgul how to use the cash register.

8.1.1.1

8.6.11.1

8.3.2.1

3. Read the theory box. Then, complete each sentence with the correct noun formed from the words in brackets. Ex 7

To present/practise word formation

(people nouns from verbs/nouns) • Read out the theory box and the examples. • Then give Ss time to complete the sentences by forming a noun from the words in brackets. • Check Ss’ answers around the class.

4. Phrasal verbs (take) 8 Read the box, then complete the sentences. Ex 8

To present/practise phrasal verbs with take

• Read out the box and explain the task. • Give Ss time to complete the task. • Check Ss’ answers.

5. Work in groups of three. Two of you act out a short dialogue about what jobs you want to do when you’re older. The third reports the dialogue to another group. Ex 9

To act out a dialogue and practise

Answer Key 1 writer 4 artist, mathematician 2 actor 5 president

257

reported speech

• Explain the task and divide the class into groups of three. • Ask two of the students to act out a short dialogue of two exchanges. • Ask the third student to make notes and then report what was said to another group. • Monitor the activity around the class and swap the roles of the Ss so every takes a turn at reporting. • Encourage Ss to include statements, questions and commands and to use reporting verbs wherever

ENDING THE LESSON


(Other Ss listen carefully and ask questions if necessary)










258

Lesson plan LESSON: Module 9 Lesson 5 Skills School:

Date: Teacher name:



8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 8.3.6.1 - link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 8.3.2.1 - ask more complex questions to get information about a growing range of general topics and some curricular topics; 8.2.8.1 - understand extended narratives on a wide range of general and curricular topics

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with keep Most learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with keep, decide what to watch on TV Some learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with keep, decide what to watch on TV, create and present a TV guide

Assessment criteria

Learners have met the learning objective if they can: create and present a TV guide






Plan


Teacher Notes Excel Resources

BEGINNING THE LESSO

Read the title and look at the picture. What does Dylan do for a living? Think of three questions you would like to ask him. Read the text and see if you can answer them. Ex 1

To predict the topic of the text; to read for specific information • Read the

Recording Suggested Answer Key Dylan is an artist. 1) When did Dylan first begin painting? (As a child) 2) How did Dylan become known in the

259

8.4.2.1

8.2.8.1

title of the text aloud and direct Ss’ attention to the picture. • Elicit Ss’ guesses as to what Dylan does for a living and elicit three questions from the class. • Give Ss time to read the text and see if they can answer the questions.

art world? (Through art shows) 3) What advice would Dylan give to other young people about finding a job? (Don’t let anyone tell you that you can’t do what you love.)


8.4.2.1

8.2.7.1

8.2.2.1

8.5.2.1

8.1.1.1

8.3.6.1

1. Read the text and complete the gaps (A-F) with the parts of the sentences (1-7). There is one extra part. Then explain the words in bold. Listen, read and check. Ex 2

To read for cohesion and coherence

• Ask Ss to read the parts of sentences 1-7 and then allow Ss time to read the text again and complete the task. • Check Ss’ answers

2. Which of the following would you consider when choosing a career? Discuss in pairs. Ex 3

To present and practise topic-related vocabulary;to discuss choosing a career

• Go through the list of phrases and explain or elicit the meanings of any unknown words and ask Ss to read out the example dialogue. • Ask Ss to discuss in pairs what is important to them when choosing a career following the example. • Monitor the activity around the class and then ask various Ss to tell the rest of the class what they discussed.

3. Listening 4 a) Look at the CV below. What type of information is missing? Ex 4

To present a CV; to prepare for a listening task

Ask Ss to look at the CV and elicit what type of information is missing (e.g. a name, a phone number, etc). Check answers around the class.

Listen and complete the gaps. Write in your note book, Imagine you want to

Answer Key A 5 B 3 C 7 D 1 E 4 F 2

Suggested Answer Key A: What kind of job would you like to do for a living? B: I’d like to be a pilot. A: Really? Why? B: Well, I don’t mind working long hours or shifts

260

apply for a part-time job as a shop assistant. Write your CV in your notebook

4. Listen to the text in Ex. 2 again. Work in pairs. Interview Dylan. Prepare your questions based on the text. Ask: what his job is; how he started; where he works; how much he earns; how he feels about his job. Then take roles and act out your interview. Record yourselves. Ex 5

To compose and act out an interview

• Explain the task and divide Ss into pairs. • Play the recording. Ss listen to the text. • Give Ss time to think of questions to ask Dylan and find the answers in the text. • Then ask pairs to take roles and act out their interviews for the class. Record the interviews.

ENDING THE LESSON

8.3.2.1

8.6.5.1.

Interview a person you know who has a job that you find interesting. You can use questions similar to the ones in Ex. 5. Record the interview and then write a short article about them for the school magazine

Workbook: 9c & Presentation Skills 4





Reflection

Were the lesson objectives/learning objectives realistic?




261

Lesson plan

LESSON: Module 9 Lesson 6 Every day English 9 D School:

Date: Teacher name:



8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.4.9.1 - recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects

8.2.8.1 - understand extended narratives on a wide range of general and curricular topics

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn intonation when expressing feelings Most learners will be able to: Listen and read for gist, read for specific information, learn intonation when expressing feelings, roleplay a dialogue Some learners will be able to: Listen and read for gist, read for specific information, learn intonation when expressing feelings, roleplay a dialogue, make up own dialogue

Assessment criteria

Learners have met the learning objective if they can: express feelings with the correct intonation in the dialogues






Plan


Teachers Notes Excel Resources


8.4.2.1

A job interview 1 Read the advert. What is it about? Ex 1

To read for gist Ask Ss to read the advert and then elicit what it is about.

Recording

262


8.4.6.1

8.2.7.1.

8.4.9.1.

8.2.8.1.

1. Listen and repeat. • Come in and sit down. • Why do you want to work for us? • I am hardworking, honest and patient. • There are a number of other candidates. • Thank you for your time. • I’m looking forward to hearing from you. Ex 2

To present language related to a job interview

• Play the recording with pauses for Ss to repeat either chorally or individually. • Pay attention to Ss’ pronunciation and correct as necessary

2. The sentences above are from the dialogue below. What is the dialogue about? Is the dialogue formal or informal? Listen and check. Ex 3

To predict the content of a dialogue

Ask Ss to read the sentences in Ex. 2 again and elicit Ss’ guesses as to what it may be about and what style it is. Play the audio for Ss to listen and read and check if their guesses were correct

3. Find sentences in the dialogue which mean: ex 4

To learn synonymous phrases

Read out the phrases in the list and give Ss time to find the synonymous ones in the dialogue and then check Ss’ answers around the class.

4. Listen to the dialogue again. In pairs, take roles and read it aloud. Ex 5

To act out a dialogue

• Play the recording. Ss listen and then take roles and read out the dialogue in pairs. • Remind Ss to pay attention to the rhythm of the conversation. • Monitor the activity around the class and then ask some pairs to read out the dialogue in front of the class

5. In pairs, write a similar interview and/or act it out in front of the class. Use the dialogue in Ex. 3 as a model. Ex 6

To practise role-playing

• Ask Ss to work in pairs and act out a similar dialogue using the dialogue in Ex. 3 as a model. • To help Ss draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the

Students book Students book

263

diagram while doing the task.

6. Listen and repeat. • part time • sales assistant • hardworking • footsteps • video games . ex 7

To learn intonation in compound nouns

• Play the recording with pauses for Ss to repeat either chorally or individually. • Pay attention to Ss’ pronunciation and correct as necessary

ENDING THE LESSON

Ss in pairs prepare similar dialogues and then act them out.





Reflection





264

Lesson plan LESSON: Module 9 Lesson 7 Every day English 9e School:

Date: Teacher name:



8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.6.5.1 - use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics; 8.5.2.1 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.1.6.1 - organise and present information clearly to others; 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics; 8.3.8.1 - recount some extended stories and events on a range of general and curricular topics

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, present two festivals Some learners will be able to: Listen and read for gist, read for specific information, present two festivals, write about cultural festival

Assessment criteria

Learners have met the learning objective if they can: present and write about festivals






Plan


Teachers notes Excel Resources


8.4.2.1.

8.6.5.1

Look at the pictures and read the titles of the texts. What do people celebrate on these days? Read through to find out. Ex 1

To introduce the topic; to read for gist Direct Ss’ attention to the titles of the text and the pictures and elicit what Ss think people celebrate on these

Recording Suggested Answer Key People celebrate May Day in the UK and Women’s

265

days. Allow Ss time to read through the texts and find out Day in Kazakhstan.


8.2.7.1

8.1.6.1

8.3.7.1

8.3.8.1.

8.5.2.1.

1. Read the texts and complete the gaps with words derived from the words in brackets. Listen and check. Ex 2

To read for cohesion and coherence; to practise word formation

• Explain the task. Allow Ss time to read the texts and complete the gaps with derivatives of the words in brackets. • Remind Ss to read the completed texts for cohesion and coherence and then check Ss’ answers.

2. Listen to and read the texts again. Make notes under the headings: name of festival/holiday – date – why is it a special day – celebrations. Use your notes to present the festivals to the class ex 3

To read and listen for key information; to compare festivals in two countries

• Ask Ss to copy the headings into their notebooks and then ask Ss to read the texts again and make notes under the headings. • Then ask individual Ss to come up in front of the class and give a short presentation on the festivals to the class using their notes.

3. Think of a public holiday in your country. Make notes under the headings in Ex. 3. Use your notes to write a short text for the school English magazine. Ex 4

To write a text about a public holiday in your country

• Explain the task and ask Ss to make notes in their notebooks under the headings in Ex. 3 for a public holiday in their country. • Then allow Ss time to use their notes to write a short text. Ask various Ss to read out the texts to the class.

Video

Ask Ss to use their dictionaries to look up the meanings of the words in the Check these words box. • Play the video for Ss and elicit their comments.

ENDING THE LESSON


Student’s book: Language Review 3e

Workbook: Vocabulary Bank3

266





Reflection





267

Lesson plan LESSON: Module 9 Lesson 8 Across the Curriculum School:

Date: Teacher name:



8.2.2.1 - understand with little or no support most specific information in extended talk on a wide range of general and curricular topics; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.4.9.1 - recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.6.6.1 - use a variety of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics; 8.2.8.1 - understand extended narratives on a wide range of general and curricular topics 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.3.3.1 - give an opinion at discourse level on a wide range of general and curricular topics;

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, read for order Some learners will be able to: Listen and read for gist, read for specific information, read for order, present a monologue

Assessment criteria

Learners have met the learning objective if they can: present a monologue






Plan

268




8.2.2.1.

8.4.6.1.

8.4.9.1.

What is the story A Christmas Carol about? Read the biography to find out. Ex 1

To read for gist Ask Ss to read the short biography to find out what ‘A Christmas Carol’ is about. Elicit answers

Answer Key It is about a miser called Ebenezer Scrooge who mistreats his employee, but his life changes after some unusual visitors


8.2.8.1

8.4.2.1

8.3.3.1

8.3.5.1

8.6.6.1

1. Listen to and read the text. For questions 1-3, choose the correct answer (A, B, C or D). Then, explain the words in bold. Ex 2


• Ask Ss to read the questions 1-3 and the answer choices. Then give them time to read the main text and choose the correct answers for the questions. • Check Ss’ answers.

2. Which adjectives best describe Scrooge? The clerk? Ex 3

To make inferences and describe characters in a story

• Read out the list of adjectives and explain or elicit the meaning if any unknown words. • Then allow Ss time to consider which ones apply to which characters in the story by making inferences. • Ask various Ss to tell the class giving reasons for their answers.

Ask Ss to use their dictionaries to look up the meanings of the words in the Check these words box. • Play the video for Ss and elicit their comments.

ENDING THE LESSON

To make a positive change by being a global citizen you can:

• volunteer for a group that helps your local community.

• sign a petition that campaigns for positive action to help the environment.

• email/tweet your local MP or a world leader to encourage them to make a positive change.





269

Reflection





270

Lesson plan LESSON: Module 9 Lesson 9 Writing

School:

Date: Teacher name:



8.4.1.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.2.7.1 - recognize typical features at word, sentence and text level of a growing range of spoken genres; 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts; 8.5.2.1 - write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics; 8.5.3.2 - write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for cohesion and coherence Some learners will be able to: Listen and read for gist, read for cohesion and coherence, write an email reviewing a concert

Assessment criteria

Learners have met the learning objective if they can: write an email reviewing a concert






Plan




8.4.1.1

• To read for specific information Ask Ss to read the text and then elicit what the problem is.

Students book

271


8.4.6.1.

8.2.7.1.

8.4.2.1.

8.5.2.1.

8.5.3.2

1. Read the essay. What is the writer’s opinion on the topic? What reasons/examples do they use to support their opinion? What is the opposing viewpoint? Ex 1

To identify an opinion and read for structure and content

Ask Ss to read the essay and the elicit answers to the questions.

2. Read the model again and replace the linkers in bold with other appropriate ones from the Useful Language box. Ex 2

To read for comprehension; to substitute linkers

• Ask Ss to read the TIP box and explain any points they are unsure of. • Then give Ss time to read through the model again and the Useful Language box. • Direct Ss’ attention to the linkers in bold in the model and elicit appropriate alternatives from the Useful Language box from various Ss around the class

3. Read the rubric. Then match the viewpoints below (1-3) to their reasons/examples (A-C). Compare with your partner. Ex 3

Ss to read the rubric and then read the viewpoints and the reasons.

• Give Ss time to match the viewpoints to the reasons and then elicit answers from Ss around the class. • Play the recording. Ss listen and check.

4. Use ideas from Ex. 3 and phrases from the Useful Language box to write your essay (120-180 words). Follow the plan. Ex 4

To write an opinion essay

• Direct Ss to the plan and give them time to complete the task using their answers to Ex. 3. Remind Ss to use appropriate linking words/ phrases. • Alternatively, assign the task as HW and check Ss’ answers in the following lesson.

Suggested Answer Key First of all: Firstly Secondly: Furthermore For instance: For example However: On the other hand In conclusion: All in all

Suggested Answer Key Many university students want to spend some time studying abroad. However, is this beneficial? I believe all students should spend some time abroad as it offers a number of benefits

ENDING THE LESSON

Ss present their writings. Student’s Book: Self-Check3

Workbook´3g

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Lesson plan LESSON: Module 9 Lesson 10 – 11 Summative assessment for Unit 9 Edutainment 9

School:

Date: Teacher name:



8.1.1.1 - use speaking and listening skills to provide sensitive feedback to peers; 8.5.1.1 - plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics; 8.5.7.1 - use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics; 8.6.1.1 - use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics; 8.6.13.1 - use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a... that in giving explanations on a range of familiar general and curricular topics 8.1.3.1 - respect differing points of view; 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 8.2.1.1 - understand with little or no support the main points in extended talk on a wide range of general and curricular topics;

Lesson objectives All learners will be able to: Listen and read for gist, read for specific information, learn about values Most learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz Some learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz, write a quiz

Assessment criteria

Learners have met the learning objective if they can: discuss the values


Cross-сurricular links




Plan

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Excel Resources


8.1.1.1, 8.5.5.1, 8.5.7.1,

8.6.1.1, 8.6.2.1, 8.6.1.13,

8.6.17.1



8.1.3.1

8.1.10.1

8.2.2.1

1. What does it mean to works as a team? Read what various people say. Do you agree or not?

Tell your partner. Ex 1

To discuss the value of working as a team and agreeing/disagreeing with an opinion

• Ask Ss to read the list of quotes about working as a

team and ask Ss to discuss in pairs what it means

and which quotes they agree with.

• Monitor the activity around the class and then elicit

further answers from Ss around the class.

2. Why do you think employers consider the ability to be a “team player” as one of the most important qualities in an employee? Discuss in pairs.

Expressing an opinion

• Give Ss time to consider their answers to the question in pairs.

• Ask various Ss to share their answers with the rest of

the class.

3. Do the quiz. Decide if the sentences are T (true) or F (false)


• Explain the task. Allow Ss some time to read the statements and mark them as true or false.

• Tell Ss they can review the module and find the relevant information to help them if necessary.

(Ss’ own answers)

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• Check Ss’ answers.

4. Listen to and read the song. What jobs does the singer mention?


• Explain the task and allow Ss time to work in pairs and look through the module and think of quiz questions.

• Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. A plumber fixes electrical problems. [F]).

• Ss can swap their quiz with another pair and do it and then report back to the class.

5. What is your dream job? In three minutes, write down a few sentences about the job that you think is suitable for you. Say: what the job is, what you have to do and why you like it. Read your sentences to the class.

To listen and read for gist

• Play the recording.

• Ss listen and read and see what jobs the singer

Mentions.

6. To discuss your dream job

• Ask Ss to think about the question in the rubric.

• Ask various Ss to discuss their thoughts and then share their answers with the class.

ENDING THE LESSON

To discuss the main message of the song and express an opinion

• Ask Ss to think about the question in the rubric. • Ask various Ss to discuss their thoughts and then share their answers and their opinions with the class.

Suggested Answer Key The singer feels happy and carefree when he/she listens to music. I also feel happy when I listen to music and it helps me escape my worries for a while.

• Play the video and elicit Ss’ comments at the end.

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Lesson plan LESSON: Module 9 Lesson 12

School:

Date: Teacher name:



8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.4.2.1 - understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts; 8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 8.2.5.1- recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.5.6.1- link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks; 8.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;

Lesson objectives

All learners will be able to: use some language from the module to express views and pose some relevant activity accurately Most learners will be able to: use a range of language from the module to express views and pose a range of relevant activity accurately Some learners will be able to: use a wide range of language from the module to express views and pose a range of relevant activity accurately

Previous learning

Environment vocabulary

Plan


Teacher Notes


8.3.7.1.

Describe the picture. What is a green roof? Discuss. Ex 1

A green roof is a roof of a building that is partly or totally covered in vegetation: grass, flowers or any other kind of plant. Under the soil in which the vegetation grows are several layers which prevent water and roots from damaging the original roof.

Green roofs help the environment becausethey reduce heating and cooling needs of buildings. Also, they give wildlife a natural habitat

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How do you think green roofs help the environment? Ex 2

to live in

Main activities

8.4.2.1

8.3.7.1 8.2.5.1

8.3.5.1

8.3.5.1

8.1.1.1

• Read the text and mark the sentences as T (true) or F (false). Ex 3

• Match the words in bold (1-13) in the text to their meanings (a-m). Ex 4

• Say two things that impressed you

from the text. Give reasons. Ex 5 Suggested Answer I was impressed with the fact that green roofs can be built in the middle of the city. I liked the idea that roof gardens can save you money in heating costs, which means they are better for the environment.

• In pairs, read the text again and discuss the advantages of having a green roof. Ex 6 Suggested Answer

Green roofs look very nice and are a colorful change if you live in a drab and grey city. If you have a green roof you can save money on heating costs. Also, they encourage insects and birds to set up home.

• Use the Internet and/or other

available resources to find out more about ‘green roofs’. Write about: ex 7

(Ss’ own answers) These are some of the many websites that Ss can collect resources from. http://www.greenroofs.com/ http://www.greenroofs.org/

1 F 2 F 3 T 4 T 5 T 6 F 1 d 4 l 7 a 10 m 13 h 2 i 5 b 8 k 11 e 3 g 6 j 9 c 12 f


Use the Internet and/or other available resources to find a similar story. Then present it to the class

Presentation Skills




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Sample lesson plans

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Transcript of Sample lesson plans