11 класс 1 четверть

LESSON 1 School:
Unit 1: Making connections in biology

Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Journey to biological understanding
Learning objectives 11.C8 - develop intercultural awareness through reading and discussion
11.S2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general and
curricular topics, including some unfamiliar topics
11.S7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics
Lesson objectives All learners will be able to:
work out the meaning of some topic-related words by using semantic
and syntactic clues.
describe what a balanced diet is and why it is important.
Most learners will be able to:
work out the meaning of most topic-related words by using semantic
and syntactic clues.
identify the different food groups and place foods into the correct
groups.
Some learners will be able to:
work out the meaning of all topic-related words by using semantic and
syntactic clues.
describe how carbohydrates, proteins, fats and vitamins/minerals help
our bodies and relate the Eatwell Guide to their diet.
Previous lesson -
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS Greeting
5 min The lesson greeting.
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Lead-in.
Ask students to brainstorm Students answer
different foods.
Then ask: What have you eaten
today?
Are you careful about the food you
eat? Why? / Why not?
Elicit some responses.
Middle Exercise 1 page 4. Students decide Individual Presentation
30 min Focus attention on the eat well sections avaluation Video and
plate and explain that it is a visual represent the images
representation of the type of food food eat most of Handouts
we should eat for a healthy, and least of with task
balanced diet. The size of each
section represents the
recommended proportion of food
types.
Ask students to decide which
sections represent the food we
should eat most of (the two largest
sections at the top) and least of
(the smallest section at the
bottom).
Individual
Exercise 2 page 4. Students avaluation
Focus attention on the phrases. complete the
Check meaning and information
pronunciation. Students complete
the information. Check answers as
a class.
Mutual
Exercise 3 page 5. Students look at avaluation
Focus attention on the nutrition the food on the
words. Check meaning and eat well plate and
pronunciation. Students look at the find an example
food on the eat well plate and find for each word
an example for each word. Check
answers as a class.
Verbal
Exercise 4 page 5. Students discuss evaluation
In pairs, students discuss their their diets in
diets in relation to the eatwell relation to the
plate. Write the following eatwell plate.
sentence on the board to help them
do this: I eat more / less … than is
recommended.
Ask: Do you have a healthy diet?
Why? / Why not?
End REFLECTION Self-

5 min Ask students: What have you assessment
learned today? What can you do
now? and elicit answers: I can talk
about nutrition and health.
Home task: WB ex.1-3 p.4.
Saying goodbye
LESSON 2 School:
Date: Teacher name:
Learning objectives 11.L1 - understand the main points in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics
11.S5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics 11.UE12 - use a wide variety of past modal
forms to express appropriate functions; use a variety of near modal
structures including supposed to, bound
to, due, willing to on a wide range of general and curricular topics
list out the names of various types of food from the most to least
healthy.
recognize main information why people’s nutritional needs change
through different life stages while listening.
identify and use the sentences with must and have to for obligation and
prohibition with support.
identify specific information why people’s nutritional needs change
through different life stages while listening.
identify and use the sentences with must and have to for obligation and
prohibition with minimal support.
Previous lesson Journey to biological understanding
Plan
Begining The lesson greeting. Verbal
5 min The teacher sets the lesson evaluation
Lead-in.
Exercise 5 page 5.
Ask students to read the quiz, Students do the
ignoring the missing words. Check quiz in pairs and
meaning and pronunciation. then check their
Find out how well the students did answers.
in the quiz. Elicit any facts that
surprised them.
Middle Exercise 6 page 5. (Audio 1.02) Students match Individual Presentation
30 min Go through the sentences together each speaker avaluation
and check comprehension. Then with a sentence. Video and
ask students to underline key images
words. Play the recording for
students to match each speaker Handouts
with a sentence. Check answers as with task
a class.
Exercise 7 page 5. Students explain Verbal

Go through the Recycle! box their choices. evaluation
together. If necessary, illustrate
the difference between must and
have to: I must tidy my room
because it’s messy and I think I
need to do it. I have to tidy my
room every week because it’s my
parents’ rule.
Check answers as a class. With a
stronger class, ask students to
explain their choices.
Exercise 8 page 5. Students answer Mutual

In pairs, students answer the the questions avaluation
questions using vocabulary and using vocabulary
grammar from the lesson. Monitor and grammar
and help where necessary. Elicit from the lesson
responses and encourage
discussion if there is
disagreement. Students to work
Extra activity. in pairs to
Ask students to work in pairs to produce a poster
produce a poster to promote to promote
healthy eating amongst teenagers. healthy eating
Tell them to include at least five amongst
useful tips. Display the posters on teenagers
the wall and have a class vote on
the most attractive one and the
most useful one.
about nutrition and health. I can
talk about obligation and
prohibition.
Saying goodbye
LESSON 3 School:
Date: Teacher name:
Learning objectives 11.S5 - interact with peers to make hypotheses and evaluate alternative
curricular topics
11.R3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics
11.UE7 - use a wide variety of simple perfect active and passive forms
and a variety of perfect continuous forms on a wide range of general
and curricular topics

discuss topic questions in simple phrases and sentences.
apply comprehension strategies to the text about a history of hygiene.
identify and use different forms of the passive with support.
discuss topic questions in expanded sentences.
identify and use different forms of the passive with minimal support.
discuss topic questions in complex sentences.
identify and use different forms of the passive without support.

Plan
Begining The lesson greeting. Greeting
5 min The teacher sets the lesson
Lead-in.
Exercise 1 page 6. Students do the
task
Play hangman with the words
infections and hygiene. Check
meaning and pronunciation. Then
elicit how these two words are
connected, e.g. good
hygiene prevents infections; bad
hygiene can cause infections.
Middle Exercise 2 page 6. Students to read Mutual Presentation

30 min Ask students to read the text the text quickly avaluation Video and
quickly to see if it mentions any to see if it images
ideas from their discussion. mentions any Handouts
Explain any unknown words. ideas from their with task
discussion
Exercise 3 page 6. Individual
Ask students to find the examples Students to find avaluation
of the passive in the text and the examples of
match them with the correct tense. the passive in the
text and match
them with the
correct tense
Exercise 4 page 6.
Go through the Learn this! box Students
together and elicit the missing elicit the missing
words. words.
Exercise 5 page 6.
Ask students to rewrite the Students to
sentences in the passive and then rewrite the
match them with a rule in the sentences in the
Learn this! box. Check answers as passive and then
a class. match them with
a rule
Exercise 6 page 6. Verbal
Students rewrite the underlined Students rewrite evaluation
sentences in the passive. Remind the underlined
them to use by only when the sentences in the
agent is important. Check answers passive
as a class.

now? and elicit answers: I can
understand a text about a history
of hygiene. I can identify and use
different forms of the passive.

Saying goodbye
LESSON 4 School:
Date: Teacher name:
Learning objectives 11.C6 - organize and present information clearly to others

11.S6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
recognize and use different forms of the passive with support.
identify and use different forms of the passive with minimal support.
demonstrate correct use of different forms of the passive without
support.
Plan
Begining The lesson greeting. Individual Presentation
5 min The teacher sets the lesson avaluation Video and
objectives, letting students know images
what to anticipate from the lesson. Handouts
with task
Lead-in.
Read the sentences and answer
the questions. Active
Someone cleans the streets every
day.Sir Christopher Wren
designed St Paul’s Cathedral.
What tense is used in each
sentence?
Passive
The streets are cleaned every day. Students
St Paul’s Cathedral was designed underline the
by Sir Christopher Wren. subject and
What has happened to the subject object in each
and object? sentence.
How do we form the passive?
When do we use the passive?
When do we and don’t we use
‘by’?
Middle Running dictation. Students follow Mutual
30 min Pupils work in pairs. One is a the instructions avaluation
runner, the other is a writer. Stick
the worksheet to the board or
wall. The runner goes to the
board, reads one sentence (which
is in the active form), transforms it
into passive in his mind, goes to
the partner and dictates the
passive sentence to him. After the
task is completed students check it
with the teacher:
People speak Portuguese in Brazil. Verbal
The Government is planning a new road evaluation
near my house.
My grandfather built this house in 1943.
Picasso was painting Guernica at that
time.
The cleaner has cleaned the office.
He had written three books before 1867.
John will tell you later.
By this time tomorrow we will have
signed the deal.
Somebody should do the work.
The traffic might have delayed Jimmy.
Everybody loves Mr Brown.
They are building a new stadium near
the station.
The wolf ate the princess.
At six o’clock someone was telling a
story.
Somebody has drunk all the milk!
I had cleaned all the windows before the
storm.
A workman will repair the computer
tomorrow.
By next year the students will have
studied the passive.
James might cook dinner.
Somebody must have taken my wallet.
identify and use different forms of
the passive.
Home task: WB ex.4-5 p.5
Saying goodbye
LESSON 5 School:
Date: Teacher name:
Learning objectives 11.L5 - recognize the attitude or opinion of the speaker(s) in

unsupported extended talk on a wide range of general and curricular
topics, including talk on a growing range of unfamiliar topics
11.L8 - recognize inconsistencies in argument in extended talk on a
range of general and curricular subjects, including some unfamiliar
topics
11.S3 - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics
topics
use topic-specific vocabulary.
identify and formulate the main idea(s) of the listening segment about
exercising with support.
describe different fitness activities.
use a good range of topic-specific vocabulary.
exercising with minimal support.
explain a preference of different fitness activities.
use a wide range of topic-specific vocabulary.
exercising with no support.
compare and evaluate different fitness activities.
Plan
Begining The lesson greeting.
Lead-in.
Elicit the sports and activities
students do to keep fit.
Middle Exercise 1 page 7. Students describe Individual Presentation
30 min In pairs, students describe the the photo and avaluation Video and
photo and answer the questions. answer the images
Ask a few students for their ideas. questions Handouts
Exercise 2 page 7. with task
Go through the Listening Strategy
together and elicit different ways
of saying the underlined
information, e.g. worked as hard
as possible / worked as hard as he
could. Students decide Mutual
Exercise 3 page 7. Audio 1.03. if the sentence in avaluation
Tell students they will hear the exercise is true
beginning of a radio programme or false
about fitness. Play the recording
for students to decide if the
sentence in exercise 2 is true or
false.
Exercise 4 page 7. Audio 1.04.
Allow students time to read the
sentences. Model the
pronunciation of mitochondria
/ˌmaɪtəʊˈkɒndriə/ (singular:
mitochondrion), but do not say
what they are. Play the rest of the
recording for students to decide if
the sentences are true or false. Students Verbal
Check answers as a class. complete the evaluation
Exercise 5 page 7. Audio 1.05. sentences.
Go through the verbs and nouns
and check pronunciation. Play the
recording again for students to Students read the
check their answers. questions and
Exercise 6 page 7. Audio 1.06. answer options
Tell students they will hear four first.
more people talking about
exercise. Encourage them to think
of different ways of expressing the
information in the questions and
options; the information is usually
expressed differently in the
recording. Play the recording for
students to choose the answers.
understand people talking about
exercise. I can discuss sports and
fitness activities.
Home task: WB p.6
Saying goodbye
LESSON 6 School:
Date: Teacher name:
Learning objectives 11.S6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
11.UE12 - use a wide variety of past modal forms to express
appropriate functions; use a variety of near modal structures including
supposed to, bound to, due, willing to on a wide range of general and
curricular topics
discuss topic questions in simple sentences.
apply comprehension strategies to text about medical myth.
identify and use advanced passive structures with support.
discuss topic questions in extended sentences.
identify and use advanced passive structures with minimal support.
identify and use advanced passive structures without support.
Plan
Begining The lesson greeting. Greeting Verbal
Lead-in.
Exercise 1 page 8. Students discuss
Ask students to discuss the
statements and say whether they
think they are true or not. Elicit
ideas.
Middle Exercise 8 page 7. Students do the Individual Presentation
Explain that some verbs can go task avaluation Video and
30 min
with more than one noun, but images
students should try to remember
the ones that the speakers in Handouts
exercise 7 used. Check answers as with task
a class.
Exercise 9 page 7. Students discuss Mutual
In pairs, students discuss how they how they feel avaluation
feel about the sports and fitness about the sports
activities using the collocations in and fitness
exercise 8. Remind them to give activities
reasons and examples. Monitor
and help as necessary.
Extra activity Students write a Individual
Ask students to write a short short paragraph avaluation
paragraph beginning: My doctor
advised me to start doing more
exercise, so …
Students compare their paragraphs
in pairs.
Exercise 2 page 8. Students to read
Ask students to read the text and the text
check their ideas.
Exercise 3 page 8. Students find
Go through the Learn this! box examples for
together and then ask students to each rule in the
find examples for each rule in the text.
text.
Exercise 4 page 8.
Students complete the sentences Students
and then match them with a rule in complete the
the Learn this! box. Check sentences
answers as a class.
Exercise 5 page 8.
Students complete the sentences.
Check answers as a class.
Exercise 6 page 8. Students discuss
In pairs, students discuss two two more food
more food myths. They should myths
think of reasons to justify their
ideas. Monitor and check the use
of the passive. Elicit a few
opinions form the class.
now? and elicit answers: I can use
advanced passive structures. I can
discuss health myths.
Home task: WB p.7
Saying goodbye
LESSON 7 School:
Date: Teacher name:
Learning objectives 11.S2 - ask and respond with appropriate syntax and vocabulary to
11.UE3 - use a variety of adjectives complemented by that, infinitive
and wh- clauses on a wide range of general and curricular topics
use compound adjectives appropriately with support.
use compound adjectives appropriately with some support.
use compound adjectives appropriately with no support.
Plan
Lead-in.
Focus attention on the photo p.9
and ask: What’s happening? Do
you think she’s having a pleasant
dream? Why / Why not? What’s
the word for a frightening dream?
Middle Exercise 1 page 69 Students answer Verbal Presentation
30 min In pairs, students answer the the questions. evaluation Video and
questions. Ask a few students to images
share their last dream or nightmare Handouts
with the class. If no one can with task
remember specific details, talk
about common types of dreams
such as being chased, being lost or
trapped, flying or falling.
Then elicit some responses to
question 2. If students are not sure
about this, mention that dreams
are thought to help us process new
information and add it to our
memory.
Exercise 2 page 69
Write lucid on the board and Students read the Mutual
check the meaning (able to think text and find out avaluation
clearly) and pronunciation how lucid
/ˈluːsɪd/. dreaming could
Ask: What do you think ‘lucid help them
dreaming’ is? (being able to think
clearly during a dream)
Ask students to read the text and
find out how lucid dreaming could
help them. Check as a class. Students look at Individual
Exercise 3 page 69 the form of the avaluation
Ask students to look at the form of highlighted
the highlighted words in the text words in the text
and write them in the correct and write them in
column. Check answers as a class the correct
and help with the meaning of any column.
unknown words.
Exercise 4 page 69 Students ask and
Ask students to identify the answer the
compound adjectives in the questions in pairs
sentences and match them with the
correct definition. Check answers
as a class. Then ask students to
ask and answer the questions in
pairs.
Exercise 6 page 69 Students
Students complete the sentences, complete the
using a dictionary when necessary. sentences
Exercise 7 page 69 Students ask and
In pairs, students ask and answer answer the
the questions, giving reasons and questions,
examples. Monitor and help
where necessary.
compound adjectives. I
understand dictionary entries for
compound adjectives.
Home task: WB p.8
Saying goodbye
LESSON 8 School:
Date: Teacher name:
Theme of the lesson: Formal and informal writing
11.R2 - understand specific information and detail in extended texts on
a wide range of familiar and unfamiliar general and curricular topics
11.R9 - recognize inconsistencies in argument in extended texts on a
range of more complex and abstract general and curricular topics
comprehend main information about food addiction while reading.
identify specific information about food addiction while reading.
interpret and evaluate the information about food addiction while
reading.
Plan
Lead-in.
Write junk food on the board and Students do the
elicit examples, task
e.g. burgers, chips, hot dogs.Ask:
Are you addicted to junk food?
How often do
you have it?
Middle Exercise 1 page 10. Students answer Verbal Presentation
30 min In pairs, students answer the the questions evaluation Video and
questions. Elicit some answers. images
Exercise 2 page 10. Handouts
Focus attention on the title of the students skim- Mutual with task
article and the photos. Ask: What read the article avaluation
were these teenagers addicted to? and find out what
(pizza, chicken nuggets, chips). happened as a
Ask students to skim-read the result of their
article and find out what happened addictions
as a result of their addictions.
Exercise 3 page 10. Students find the Individual
Go through the Reading Strategy gaps in the texts, avaluation
together. Then ask students to find look at what
the gaps in the texts, look at what follows them and
follows them and then choose the then choose the
best sentence to fill each gap. best sentence to
Check the answers with the class. fill each gap
Exercise 4 page 10.
Students decide if the sentences Students decide
are true or false and correct the if the sentence is
false ones. Check answers as a true or false
class.
Exercise 5 page 10. Students
Students complete the sentences. complete the
Check answers as a class. sentences
Exercise 6 page 10.
Go through the adjectives and Students follow
nouns together and check the instructions
meaning. Then focus attention on
the statement and ask students, in
pairs, to decide on their opinion.
Allow time for them to think of at
least three arguments to support
their opinion. Monitor and help
where necessary. Go through the
phrases for presenting opinions
together. Elicit some phrases for
agreeing and disagreeing, e.g. I
completely agree / disagree with
you. I don’t agree with you at all.
I agree with you up to a point.
Ask one pair to start the
discussion by presenting their first
opinion to the class. Encourage
others to join the debate. Monitor
and help where necessary. When
students have finished speaking,
ask: Has anyone changed their
mind after listening to people’s
arguments?
react to an article about food
addictions. I can have a debate
about food addictions.
Home task: Presentation
Saying goodbye
LESSON 9 School:
Date: Teacher name:

11.C7 - develop and sustain a consistent argument when speaking or
writing 11.S3 - explain and justify own and others’ point of view on a
range of general and curricular topics, including some unfamiliar topics
topics
present their posters to classmates.
present their posters to classmates, keeping the attention of a class.
make a public speech by using a poster and have interaction with
audience.
Previous lesson Formal and informal writing
Plan
Begining GREETINGS
The teacher sets the lesson objectives,
letting students know what to
anticipate from the lesson.
Middle Task 1. In the quiz below, students Students Individual Presentation

30 min should match up the sentences to test should match avaluation Video and
what they know about the up the images
topic! sentences to Handouts
test with task
1. Some people ...schoolchildren
think it is wrong hyperactive, so
to ban junk food they misbehave
because people after lunch.
should ...
2. Some people
think that the ... it is so tasty!
sugar in junk food
makes ...
3. Eating too ... expensive than
many healthy food such
crisps and as fruit and salad.
sweets ...
4. Many people ... force children
prefer junk food to eat healthy food
to healthy food to keep them fit
because ... and well.
5. Junk food such ... they would be
as chocolate and well behaved, and
crisps is more ... so would learn
more in lessons.
6. Some people
think junk food ... small amount
should be banned of junk food and
in school canteens some healthy food
to ... every day.
7. Some think that ... have freedom
if all school pupils to choose what
ate a nice healthy they want to eat.
lunch ...
8. It is probably ... is unhealthy,
best to have both and may make
a ... you fat!
Task 2. Create a poster putting

across the view that junk food Students can Mutual
should be banned. use the avaluation
Create a poster putting across the example
view that junk food shouldn’t be posters to
banned. help
Students can use the example posters
to help, but they must have their own
pictures and their own argument.
They could include a graph to show
what people prefer!
5 min Ask students: What have you learned assessment
today? What can you do now? and
elicit answers: I can express my
attitude towards junk food.
Home task: WB p.9
Saying goodbye
LESSON 10 School:
Date: Teacher name:
Learning objectives 11.C1 - use speaking and listening skills to solve problems creatively
and cooperatively in groups
11.L1 - understand the main points in unsupported extended talk on a
topics
dramatize a dialogue in a doctor’s office describing illness and methods
of remedying it with support.
dramatize a dialogue in a doctor’s office with some support.
dramatize a dialogue in a doctor’s office with no support.
Plan
Lead-in.
Ask: Has anyone been ill
recently? What was wrong with
you? (e.g. I had a cold.) What
symptoms did you have? (e.g. I
had a headache and a sore
throat.)
Brainstorm illnesses and
symptoms and write them on the
board.
Middle Exercise 1 page 12. Students describe Verbal Presentation

30 min In pairs, students describe the the photo and evaluation Video and
photo and speculate about how the speculate about images
person is feeling. Elicit a few how the person is Handouts
ideas. feeling with task
Students write Individual
Exercise 2 page 12. the words in the avaluation
Go through the words together. correct group
Check meaning and
pronunciation. They then write the
words in the correct group. Check
answers as a class.
Students discuss Mutual
Exercise 3 page 12. the questions. avaluation
In pairs, students discuss the
questions. Ask a few students to
tell the class about their
experiences.
Students listen to
Exercise 4 page 12. Audio 1.08. and answer the
Go through the task together. Tell questions
students they will hear someone
doing this task. Play the recording
for students to listen to and answer
the questions. Check the answers
as a class.
Students check Verbal
Exercise 5 page 12. the meaning and evaluation
In pairs, students check the pronunciation of
meaning and pronunciation of the the treatments
treatments and remedies they do and remedies
not know. They then go through they do not
the list and suggest the problems know.
that can be treated with each one.
Individual
Exercise 6 page 12. Audio 1.08. Students to listen avaluation
Explain to students that they will for the treatments
hear the person doing the task in and the doctor’s
exercise 4 again. Play the recommendation
recording for students to listen for
the treatments and the doctor’s
recommendation.
role-play a conversation at the
doctor’s. I can talk about
illnesses, injuries and symptoms. I
can talk about treatments and
remedies. I can use phrases to ask
for clarification.
Home task: WB p.10
Saying goodbye
LESSON 11 School:
Date: Teacher name:
Learning objectives 11.C7 - develop and sustain a consistent argument when speaking or
writing 11.R7 - recognize patterns of development in lengthy texts
[inter-paragraph level] on a range of more complex and abstract
general and curricular topics 11.W6 - write coherently at text level
using a variety of connectors on a wide range of familiar general and
curricular topics
11.UE11 - use a wide variety of pre-verbal, post-verbal and end-
position adverbs/adverbial phrases on a wide range of general and
curricular topics
write an article for a school website on the given topic in 200 words
using appropriate style and plan of a given genre with support.
using appropriate style and plan of a given genre with some support.
using appropriate style and plan of a given genre with no support.
Plan
Lead-in.
Write If you have a sweet tooth, you Students
… on the board and ask students to complete
complete it, e.g. love eating sweet
things.
Middle Exercise 2 page 13. Students to Individual Presentation
30 min Go through the task together. Elicit suggest the avaluation Video and
ideas about what should be included number of images
in the article and write them on the paragraphs the Handouts
board, e.g. why young people like article should with task
sugar; why sugar is bad for you; the have.
problems it can cause; ways to
persuade young people to eat less
sugar.
Exercise 3 page 13. students read Mutual
Ask students to read the article and the article and avaluation
compare its content to the ideas on compare its
the board. Elicit any differences and content to the
explain that their article should have ideas on the
four paragraphs: an introduction board
explaining why young people love
sugar; a paragraph explaining the
risks; a paragraph suggesting ways
of persuading people to eat less; a
conclusion giving their opinion.
Exercise 4 page 13.
Go through the Writing Strategy
together and ask students to find
examples of linkers in the article.
Exercise 5 page 13.
Go through the comment adverbs Students Individual
together. Ask students to identity the identity the avaluation
ones in the article. ones in the
Exercise 6 page 13. article.
statements, decide on their opinions Students Mutual
and think of reasons to support them. discuss their avaluation
In pairs, students discuss their opinions using
opinions using comment adverbs comment
where possible. Monitor and help adverbs where
where necessary. possible
Exercise 7 page 13.
Go through the task together. Allow Students do
students time to come up with ideas the task
and make notes. With a weaker
class, brainstorm ideas together and
write them on the board, e.g. fast food
is high in calories and contains few
vitamins and nutrients; eating too much
fast food can create serious health
problems; teenagers become addicted to
fast food and are less
keen on eating healthy food.
5 min Ask students: What have you learned assessment
today? What can you do now? and
elicit answers: I can write an article
for a school website. I can use
linking words and phrases to link
ideas in a paragraph. I can use
comment adverbs.
Home task: WB p.11
Saying goodbye
LESSON 12 School:
Date: Teacher name:
Learning objectives 11.L1 understand the main points in unsupported extended talk on a
11.R1 understand complex and abstract main points in extended texts
on a wide range of familiar and unfamiliar general and curricular topics
11.W4 use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics
share their ideas what they know about articles in groups
match some of the titles to the paragraphs
choose two topics among three that best introduces the main idea of the
paragraph
plan an article following the given structure.
Plan
Begining Warm-up. Brainstorming ideas Individual
5 min and classroom discussion. avaluation
Teacher greets students and
introduces the objectives of the
lesson. Teacher tells students that
they will learn to write an article
and they will also be able to
recognise specific features related
to article.
. Teacher divides them into four Students write
groups. Students are asked to the title of the
brainstorm ideas – what they lesson on their
know about articles. During notebooks
discussion teacher
elicits/introduces the information
from presentation. Teacher pays
attention to Do’s and Don’ts in
writing the articles and
emphasizes the most important
features.
Middle Writing a title. Teacher presents Students work in Mutual Presentation

30 min the special features of writing a pairs. avaluation Video and
heading for the article. Students images
work in pairs. They are given Handouts
paragraphs and the titles that they with task
should match. (Answers: 1. D 2. G
3. A 4. E 5. F 6. C 7. H 8. B)
Writing a topic sentence. Students should Verbal
Teacher explains what topic also create a title evaluation
sentence is and how to write it. for their
Students work in pairs. They are paragraph.
given a paragraph with supporting
ideas only. More able students
should write a topic sentence for
the paragraph. Less able students
are provided with three possible
topic sentences among which they
should choose one that best
introduces the paragraph.
Brainstorm ideas. Students are Students are
encouraged to choose a topic for encouraged to
writing an article. They are asked choose a topic
to brainstorm their ideas and make for writing an
notes of what they are going to article
include. Then they could be able
to think of a topic sentence which
can be expanded into a paragraph.
Outline the article. Students
write a plan for their articles. Students write a
Teacher provides support if plan for their
needed. articles
End Plenary. Exit ticket. Students are Self-
5 min given reflective sheets or so called assessment
‘exit tickets’. Teacher encourages
them to indicate: things they
learned today
things they found interesting
question they still have.
Teacher could use these ideas in
planning the following lessons and
identify who needs additional
support.
Home task: Students should write
an article following the structure.
They should pay special attention
to writing a title and topic
sentences.
Saying goodbye
LESSON 13 School:
Date: Teacher name:
Learning objectives 11.L5 recognise the attitude or opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics 11.UE2 use a
variety of determiners relating to nouns for generic uses, some
appositional uses and textual reference on a wide range of general and
curricular topics
 Do the vocabulary exercises on a particular topic.
 Listen and correctly answer to few of the given tasks Most learners
will be able to:
 Make up the necessary form of the word to fill in the gaps
 Listen and correctly answer to some of the given tasks Some learners
will be able to:
 Use correctly the given words in the sentences
 Listen and correctly answer to all of the given tasks
Plan
Begining Teacher introduces the learning Students listen to Verbal
5 min and lesson objectives. Students are the audio track evaluation
given handouts for Listening and do the
Activity. Teacher gives support listening tasks.
for those who struggle. After
finishing the Listening Activity,
teacher shows up the listening task
answers on the active board and
students check their papers.
Teacher gives feedback.
Middle Dear Sir or Madam, I am writing Students are Individual Presentation
30 min to you to express my deep concern given handouts avaluation Video and
about… where the elderly people for Use of images
and children are the most part of English Activity. Handouts
the residents I am painfully with task
concerned about………The effect
of …… is …Finally, Having
stated all the above, I sincerely
request you…… to devote your
rapt attention to…… should be
taken into the control of the
special ecological organization
Teacher explains the students Students write
what they are expected to do in the their answers in
given exercises. Teacher gives their copybooks.
support for those who struggle.
Give several minutes to write the
words down in their copybooks.
After finishing the Use of English
Activity, teacher shows up the
answers answers on the active
board and students check their
papers. Teacher gives feedback.
Exercise 8
Go through the Speaking Strategy Students
together and then ask students to complete the
complete the phrases. Check phrases.
answers as a class.
Exercise 9
Play the recording from exercise 7 Students answer Mutual
again for students to answer the the questions. avaluation
questions.
Exercise 10
Go through the task together and Students plan
allow students time to plan what what they are
they are going to say for each going to say for
section. Monitor and help where each section.
necessary.
Exercise 11
In pairs, students take turns to be Students take
the patient and the doctor. When turns to be the
they are the patient, tell them not patient and the
to panic if they do not understand doctor
the doctor. Tell them to ask for
clarification or to ask the doctor
to
repeatsomething. Monitor
and help where
necessary.

5 min At the end of the lesson, learners assessment
reflect on their learning:
- What has been learned
- What remained unclear
- What is necessary to work
on
Home task:
Saying goodbye
LESSON 14 School:
Date: Teacher name:
Theme of the lesson: Unit Revision
Learning objectives 11.1.6 organize and present information clearly to others

11.4.3 skim extended texts with speed to identify content meriting
closer reading on a range of familiar and unfamiliar general and
curricular topics
11.5.1 plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics
11.5.4 use style and register to achieve an appropriate degree of
topics
Understand the structure of an article
Write a plan
Support the arguments with evidence
Plan
Begining Greeting.
5 min T introduces the topic and lesson
objectives with the help of PPT,
focusing on a key skill- writing.
Middle Reading the articles: Students read the Verbal Presentation
30 min SS are given short articles on a articles evaluation Video and
biological topic (Bees). images
(Optional: divide the class into Handouts
groups with different articles) with task
SS work individually, they read
the model articles and identify its
structure.
SS are encouraged to apply

reading strategies from previous
lessons and highlight key words,
key ideas, topic sentences (if
there are any) in their articles.
T monitors. Support less able

students when necessary.
Whole class feedback. Students discuss Mutual

SS discuss their answers before important things avaluation
the whole class feedback. they have
AS a class, SS discuss important highlighted
things they have highlighted.
Writing/Planning: Students write a Individual
T highlights the importance of plan avaluation
preparation before starting
writing. SS are given the writing
question (write an article).
In pairs, SS brainstorm ideas and
write bullet points to be used as a
plan.
Listening. ‘Stellaluna” by Students should
Janell Cannon keep a list of
As the video is played, students questions about
should keep a list of questions bats
about bats (how they live, what
happens in the book, etc.). Each
should create at least 3 questions.
Post-listening
After listening to the story have Students discuss Verbal
students share their questions evaluation
aloud. Discuss things that they
learned about bats that they did
not know before listening to the
story. Students can also discuss
how their prior knowledge
contributed to their
understanding of the book.
Some things that should be on
the list include bat predators, bat
eating habits, bat eyesight, bat
adaptations, how bats fly,
differences between bat flight
and bird flight, and bat habitats.
End FEEDBACK: Your impression! Self-
5 min Sts write their impression of the assessment
whole unit and share ideas with
their classmates.
3 – new words you have taught at
the lesson;
2 – adjectives to describe the
lesson
1 – one activity you like
Home task: Write a paragraph of
80-100 words.
Saying goodbye
LESSON 15 School:
Unit 2: Investigate and report on animal
world: bats, eagles, bees and dolphins
Date: Teacher name:
Theme of the lesson: Introduction to the topic

11.L1 - understand the main points in unsupported extended talk on a
topics
identify animal body parts and describe animals by body structures
using some topic related vocabulary.
using a good range of topic related vocabulary.
using a wide range of topic related vocabulary.
Previous lesson Unit Revision

Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Lead-in.
Exercise 1 page 14. Ask students Students to
to discuss the questions in pairs.discuss the
Elicit students’ answers. questions in
pairs
Middle Exercise 2 page 14. Students do the Individual Presentation
30 min Focus on the photos and the words task avaluation Video and
provided. Check meaning and images
pronunciation and label the Handouts
photos. Check answers as a class. with task
Exercise 3 page 15. Students Verbal
Tell students they are going to listen to an evaluation
listen to an interview with a zoo interview with a
keeper. Focus on the question and zoo keeper
play the recording once. Check
answers as a class.
Play the recording again for complete the
students to complete the sentences
sentences. Check answers as a
class. Students write Mutual
Exercise 5 page 15. their avaluation
Students write their description, description,
with the help of the internet, if with the help of
necessary. Circulate and monitor. the internet
Exercise 6 page 15.
Walk around and monitor as Students
students describe animals in pairs. describe
animals
Project work on the
presentation of the animals’ Students work
specific features on the data
Tell students that they will study collection and
more deeply about bats. Pair them posters during
up and show the topics. the next two
Pass out numbers (one for each lessons.
student) blindly to each student Students present
and let them choose in order. their posters to
There should be two students the class during
assigned to each topic. the lesson 4.
Show the topics to students
What different kinds of bat exist?
How do bats navigate?
Why and how should we protect
bats?
How is a bat different from a bird?
What diseases can bats suffer from
and transmit?
How can vampire bats help us
with stroke treatment?
learned today? What
can you do now? and elicit
answers: I can talk about different
parts of animals.
Saying goodbye….
LESSON 16 School:
Date: Teacher name:
SA
Learning objectives 11.2.1 Understand the main points in unsupported extended talk on a
11.2.5 Recognize the attitude or opinion of the speaker(s) in
11.3.2 Ask and respond with appropriate syntax and vocabulary to
Lesson objectives Identify the main information
Identify speaker’s opinion
Answer questions with appropriate vocabulary and syntax
Previous lesson Introduction to the topic
Plan
timings activities
Begining Warm up. Guess the Movie Students guess
5 min (Batman)
Show students Slide 1 with the Verbal
quote. Ask them to guess the movie evaluation
from the famous quote.
If they struggle to answer, give
them the following clues:
The main character’s secret identity
is Bruce Wayne.
The main character of the film is
also referred to by such epithets as
the Caped Crusader, the Dark
Knight, and the World's Greatest
Detective.
Middle Pre-listening. Vocabulary. Students Mutual Handouts
10 min Matching match the avaluation with task
Allow them to use a dictionary if words with
necessary. their
definitions
SA LISTENING Individual Go to this
20 min Listen to the story. avaluation link to listen
Transcript :http://learn
Task 1. In what order does the englishteens
reviewer describe Charles Students do .britishcoun
Foster’s experiences with these the task cil.org/skills
creatures? Arrange creatures (a-с) /listening-
in the order the reviewer describes skills-
Charles Foster’s experiences with
these creatures.
Task 2. Check your Students circle

understanding. Circle the best the best
answer (A-C). answer (A-C).
What kind of book is being
discussed?
Charles Foster decided to try and

live as different animals because …
According to Foster, children are

better than adults at living like
animals because …
Why was Foster questioned by a

policeman in London?
Jon recommends the book Being a

Beast because …
It’s funny.
SPEAKING
Task 2. Choose a card and Students
provide your answer on topic. answer the
Discuss the following pictures with questions
your partner by answering the
questions

What has been learned (+)
What remained unclear (?)
What is necessary to work on (…..)
Where possible the learners could
evaluate their own work as well as
the work of their classmates using
certain criteria
Home task:
Saying goodbye….
LESSON 17 School:
Date: Teacher name:
Learning objectives 11.L2 - understand specific information in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics
topics
11.W8 - communicate and respond to news and feelings in
correspondence through a variety of functions on a wide range of
general and curricular topics 11.UE12 - use a wide variety of past
modal forms to express appropriate functions; use a variety of near
modal structures including supposed to, bound
to, due, willing to on a wide range of general and curricular topics
recognize main information how animals use their senses in special
ways while listening.
identify and use the sentences in passive voice with support.
identify specific information how animals use their senses in special
ways while listening.
identify and use the sentences in passive voice with some support.
interpret and evaluate the information how animals use their senses in
special ways while listening.
identify and use the sentences in passive voice with no support.
Plan
timings activities
objectives, letting students Verbal
know what to anticipate from evaluation
the lesson.
Lead-in.
Exercise 7 page 15. Students do the
Check meaning and task
pronunciation of the verbs.
Middle Exercise 8 page 15. Students write a Individual Presentation
30 min Tell students they will hear a description using avaluation Video and
scientist’s talk about animal verbs form ex.7. images
senses. They must write a Handouts
description using verbs form with task
ex.7. Look at the example
together. Play the recording.
Exercise 9 page 15. Students match Mutual
Play the recording for students the animals and avaluation
to match the animals and their their senses.
senses. Check answers as a
class.
Exercise 10 page 15. Students complete Verbal

Students complete the the sentences evaluation
sentences. Check answers as a
class.
Students do the
Exercise 11 page 15. research with the
Students do the research with help of the internet
the help of the internet. Then,
ask a few students to tell the
class what they found out.

learned today? What can you
do now? and elicit answers: I
can talk about different animals
and their senses.
Saying goodbye…
LESSON 18 School:
Date: Teacher name:
Learning objectives 11.C9 - use imagination to express thoughts, ideas, experiences and
feelings 11.S4 - evaluate and comment on the views of others in a
growing variety of talk contexts on a wide range of general and
11.UE6 - use a growing variety of impersonal and cleft structures on a
wide range of general and curricular topics
11.UE11 - use a wide variety of pre-verbal, post-verbal and end-
position adverbs/adverbial phrases on a wide range of general and
curricular topics
apply negative structures in the context with support.
apply negative structures in the context with some support.
apply negative structures in the context with no support.
Plan
timings activities
objectives, letting students Verbal
know what to anticipate from evaluation
the lesson.
Lead-in.
Tell the students: Do you have Students do the
task
any idea what the most popular
pet is in Kazakhstan? See if
theperson next to you agrees.
Then try to decide what
the top three pets in KZ might
be. Given students 1- 2 minutes,
then elicit ideas from the class.
Middle Exercise 1 page 16. Students read the Verbal Presentation
30 min Ask students to read the text text quickly and evaluation Video and
quickly and decide on the best decide on the best images
piece of advice and one they piece of advice Handouts
disagree with. Elicit some and one they with task
opinions and reasons. disagree with
Exercise 2 page 16. Students find the Individual
Go through the Learn this! box negative avaluation
together. Ask students to find adverbials in the
the negative adverbials in the text
text in exercise 1.
Exercise 3 page 16.
Ask students to complete the Mutual
sentences. Weaker students Students complete avaluation
can do the exercise in three the sentences.
steps. First, they should decide
on the tense. Then they should
write the subject and full form
of the verb. Finally, they should
change the subject-verb word
order. Check answers as a class.
Exercise 4 page 16.
Go through the Learn this! box Individual
together and ask students to find Students to find avaluation
examples in the text. Check examples in the
answers as a class. text
Exercise 5 page 16.
Students write the words in the Verbal
correct order. Check answers as Students write the evaluation
a class. words in the
Exercise 6 page 16. correct order
Students rewrite the sentences.
Remind them to make the Students rewrite
necessary changes: invert the sentences
subject and verb, add a question
mark, add not, etc. Check
answers as a class.
Exercise 7 page 16.
In pairs, students complete the Mutual
sentences so they are true for Students complete avaluation
them. In groups of four, the sentences so
students compare their they are true for
sentences. Monitor and help them.
where necessary.

learned today? What can you
do now? and elicit answers: I
can use negative structures.
Home task: WB p.15.
Saying goodbye….
LESSON 19 School:
Date: Teacher name:
Theme of the lesson: Analyzing the specific features of animals
Learning objectives 11.C10 - use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
11.L2 - understand specific information in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
11.L4 - implied meaning in unsupported extended talk on a wide range
of general and curricular topics, including talk on a growing range of
unfamiliar topics
11.L6 - deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics, including talk on a
recognize main information about beekeeping while listening.
identify specific information and details about beekeeping while
listening.
interpret and evaluate the information about beekeeping while
listening.
Plan
timings activities
objectives, letting students know Verbal
what to anticipate from the lesson. evaluation
Lead-in.
Exercise 1 page 17. Students to
Ask students to discuss the discuss the
questions in pairs. Elicit students’ questions
answers.
Middle Exercise 2 page 17. Students to Individual Presentation
30 min Ask students to listen to the text to listen to the avaluation Video and
see if it mentions any of their ideas. text to see if it images
mentions any Handouts
of their ideas with task
Exercise 3 page 17. Students can Mutual

Go through the Listening Strategy write what avaluation
together and tell students they will they hear
hear a few sentences. Play the
recording. Pause after each
sentence so students can write what
they hear. Check answers as a class.
Exercise 4 page 17.
Go through the Learn this! box Students copy Verbal
together. Then play the recording the fast speech evaluation
again. Pause after each sentence for
students to copy the fast speech.
Exercise 5 page 17.
Ask students to match the sentences Students
with the points in the Learn this! match the
box. Check answers as a class. sentences with
Exercise 6 page 17. the points
Ask students to read the sentences
and decide where the change of Students do
sound will be and what it will the task
sound like.
Exercise 8 page 17.
sentences. Play the recording for Students
students to choose the correct choose the
answers. correct
Exercise 9 page 17. answers.
Ask students to read the sentences
and decide where the change of Students read
sound will be and what it will the sentences
sound like. Play the recording, and decide
pausing after each sentence for where the
students to check their answers and change of
repeat them. sound will be
Exercise 10 page 17. and what it
In pairs, students discuss the will sound
quotation. Encourage like.
them to use vocabulary and
grammar from the unit so far. Students
Monitor and help as necessary. discuss the
quotation
understand an explanation about
beekeeping in Kazakhstan. I can
understand and hear features of
fast speech.
Home task: WB p.16.
Saying goodbye….
LESSON 20 School:
Date: Teacher name:
Learning objectives 11.C9 - use imagination to express thoughts, ideas, experiences and
feelings 11.R1 - understand complex and abstract main points in
extended texts on a wide range of familiar and unfamiliar general and
curricular topics
11.UE2 - use a variety of determiners relating to nouns for generic
uses, some appositional uses and textual reference on a wide range of
identify articles and quantifiers and use them in a sentence accurately
with support.
with some support.
with no support.
Previous lesson Analyzing the specific features of animals
Plan
timings activities
Lead-in.
Brainstorm words for types of
film, e.g. action, adventure,
comedy, drama, horror, romance,
rom- com, science fiction, thriller.
Middle Exercise 1 page 18. Students read Individual Presentation

30 min Focus attention on the photo and the text and avaluation Video and
the title. Ask students to read the check their images
text and check their ideas. ideas Handouts
with task
Exercise 2 page 18. Mutual

Ask students to complete the rules Students avaluation
in the Learn this! box. Check complete the
answers as a class. Then ask rules
students to find examples for each
rule in the text.
Exercise 3 page 18.

Students choose the correct Verbal
options. They can refer to the Students choose evaluation
Learn this! box if necessary. the correct
Check answers as a class. options
Exercise 4 page 18.

Go through the Learn this! box
together. Then ask students to Students choose
choose the correct options to the correct
complete the text. Check answers options to
as a class. complete the
text
articles and quantifiers.
Home task: WB p.17.
Saying goodbye….
LESSON 21 School:
Date: Teacher name:
Learning objectives 11.S7 - use appropriate subject-specific vocabulary and syntax to talk
topics
11.R5 - deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.UE5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and curricular
topics

use phrasal verbs correctly with support.
use phrasal verbs correctly with minimal support.
use phrasal verbs correctly without support.

Plan
timings activities
Begining GREETING
The teacher sets the lesson Verbal
objectives, letting students know evaluation
Lead-in.
Write look and get on the board
and elicit two phrasal verbs for
each verb.
Middle Exercise 1 page 19.Go through Students find Individual Presentation

30 min definitions a–f together. Then ask the other avaluation Video and
students to read the dialogue and phrasal verbs in images
find the correct phrasal verbs. the dialogue Handouts
Check answers as a class. Then with task
ask students to find the other
phrasal verbs in the dialogue.
Exercise 2 page 19. Students Mutual
Go through the Learn this! box identify the avaluation
together. Students identify the transitive and
transitive and intransitive phrasal intransitive
verbs in exercise 1. Check phrasal verbs
answers as a class.
Exercise 3 page 19.

Ask students to read the dictionary Verbal
entries and answer the questions. Students to read evaluation
Check answers as a class. the dictionary
entries and
answer the
Extra activity: Fast finishers questions
Ask fast finishers to write Individual
sentences that are true for them Students write avaluation
using the phrasal verbs in the sentences that
dictionary entries. are true for
them
Exercise 4 page 19.
Students can work in pairs to do
the exercise. Check answers as a
class or ask students to check in a Students do the
dictionary. task
Exercise 5 page 19.

Students complete the sentences.
Students
complete the
sentences

phrasal verbs. I understand
dictionary entries for phrasal
verbs.
Home task: WB p.18.
Saying goodbye….
LESSON 22 School:
Date: Teacher name:
11.R2 - understand specific information and detail in extended texts on
a wide range of familiar and unfamiliar general and curricular topics
11.R5 - deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.R7 - recognize patterns of development in lengthy texts [inter-
paragraph level] on a range of more complex and abstract general and
curricular topics
work out the meaning of words by using semantic and syntactic clues.
distinguish the difference between animals that endangered and those
that are extinct.
identify some endangered species living in Kazakhstan.
explore some of the reasons why some species are endangered.
offer some solutions for possible preservation and conservation.
Plan
timings activities
Lead-in.
Exercise 1 page 20.
Focus attention on the photos. Elicit
a few ideas about the connection
between the animals.
Middle Exercise 2 page 20. Students Individual Presentation

30 min Students match the texts with the match the texts avaluation Video and
correct titles. Check answers as a with the images
class. correct titles Handouts
with task
Exercise 3 page 21. Students read Mutual
Go through the reading box the questions avaluation
together. Ask students to read the before they
questions before they read the texts read the texts
and do the matching task. Check and do the
answers as a class. matching task
Exercise 4 page 21. Students work Verbal

Students work in pairs to discuss in pairs to evaluation
the questions. Ask some students discuss the
for their ideas. questions
Students
complete the
notes in Task
writing the
right option in
multiple-
choice
Listening questions for
Students watch video “Which each answer.
animal have night vision”
1. What does the speaker say Students
about animals’ ability to see answer the
at night? questions
2. According to the speaker …
3. Proportionally big eyes help
….. search for food when it
is dark.
4. What does the author say
about the size of their eyes?
5. One of the feature of the w-
shaped pupils of the
cuttlefish is…
6. The author determines that
vertical pupils of predators…

understand an article about
Kazakhstan’s endangered animals.
Home task: WB p.19.
Saying goodbye….
LESSON 23 School:
Date: Teacher name:
Theme of the lesson: Presentation of the animals’ specific features
topics
11.R8 - select and evaluate paper and digital reference resources to
check meaning and extend understanding
apply topic related vocabulary with support.
apply topic related vocabulary with some support.
apply topic related vocabulary with no support.
Plan
timings activities
Lead-in.
Students match the highlighted match the
words in the text with the correct highlighted
definitions. Check answers as a words in the
class. text with the
correct
definitions
Middle Exercise 6 page 21. Students Individual Presentation
30 min Students match the words to make match the avaluation Video and
collocations. They then check their words to make images
answers with the text. Check collocations Handouts
answers as a class. with task
Exercise 7 page 21. Students Mutual
Students complete the collocations. complete the avaluation
Check answers as a class. collocations
Exercise 8 page 21. Students ask Verbal

In pairs, students ask and answer and answer the evaluation
the questions. Monitor and check questions.
pronunciation and grammar.
Speaking
In small groups of three, students Students
discuss and answer the questions: discuss and
1. Why can some animals answer the
navigate by night? questions
2. How do vision capabilities
affect their behavior in the
dark?
3. Why are the owls experts at
maneuvering through the
trees at night?
4. In what ways do the
researching of animals’
ability to see at night help
people?
Differentiation by support:
Stronger students support others by
discussing possible answers of each
task.
Extra activity
Ask students to work in pairs to
discuss what their friendships were
like when they were younger and
what they’re like now. Do they look
for different qualities in a best
friend now than when they were
younger?

about Kazakhstan’s endangered
animals.
Home task: Project.
Saying goodbye….
LESSON 24 School:
Date: Teacher name:
Learning objectives 11.L5 - recognize the attitude or opinion of the speaker(s) in

11.S5 - interact with peers to make hypotheses and evaluate alternative
curricular topics
topics
11.UE12 - use a wide variety of past modal forms to express
appropriate
functions; use a variety of near modal structures including supposed to,
bound to, due, willing to on a wide range of general and curricular
topics
demonstrate skills in describing pictures with support.
demonstrate skills in describing pictures with minimal support.
demonstrate skills in describing pictures with no support.
Previous lesson Presentation of the animals’ specific features
Plan
timings activities
Lead-in.
Write happy, sad, bored and
interested on four small pieces of
paper. Hand them out and ask each
student to take turns to convey their
emotion without speaking. Each
time, ask the class: How do
you think … is feeling? Why?
Middle Exercise 1 page 22. Students share Verbal Presentation
30 min Give students a minute to their ideas evaluation Video and
brainstorm reasons for friends with the class. images
falling out. Ask a few students to Handouts
share their ideas with the class. with task
Exercise 2 page 22.
Go through the Speaking Strategy Students
together and then ask students to complete the
complete the phrases. Check phrases
answers as a class.
Exercise 3 page 22.
Students work in pairs. One student Students
speculates about photo A and the follow the
other speculates about photo instructions
B. They take turns to describe their
pictures. Remind them to use
phrases from exercise 2 in their
answers. Ask a few students to
share their ideas with the class.
Exercise 4 page 22.
Go through the instructions and the Individual
Learn this! box together. Students Students look avaluation
look again at their photos from again at their
exercise 3 and say two more photos from
sentences with must, might and exercise 3
can’t have. Circulate and monitor,
helping where necessary. Ask a few
students to share their ideas with
the class.
Exercise 5 page 22. Audio 1.17. Students do
Go through the task together and the task
questions 1–3. Make sure students
understand that they are going to
listen to a student completing the
task and they have to answer
questions about what he says. Play
the recording for students to answer
the questions. With a weaker class,
you could play the recording again.
Exercise 6 page 22. Audio 1.17. Mutual
Play the recording again for Students avaluation
students to complete the phrases. complete the
Check answers as a class. phrases
describe how people are feeling. I
can speculate about photos.
Home task: WB p.20.
Saying goodbye….
LESSON 25 School:
Date: Teacher name:
Learning objectives 11.R7 - recognize patterns of development in lengthy texts [inter-

paragraph level] on a range of more complex and abstract general and
curricular topics 11.W1 - plan, write, edit and proofread work at text
level independently on a wide range of general and curricular topics
11.W5 - develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics
11.W6 - write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics
study samples to identify the parts and techniques used in opinion
writing.
produce an organized essay that states an opinion and provides at least
1 logical support.
produce an organized essay that states an opinion and provides at least
2 logical supports
produce an organized essay that states an opinion and provides 3 or
more logical supports.
Plan
timings activities
5 min Lead-in.
Write Opposites attract on the Verbal
board. Then ask: Is this true for you evaluation
and your friends? Elicit some
answers and ask for reasons.
Middle Exercise 1 page 23. Students Mutual Presentation
30 min In pairs, students describe the photo describe the avaluation Video and
and then answer the questions. photo and then images
Elicit a few answers to question 2, answer the Handouts
e.g. loyalty, kindness, honesty, questions with task
respect, a sense of humour.
Exercise 2 page 23. Students read Individual
Go through the task together. Then the essay to avaluation
students read the essay to find the find the
writer’s opinion (paragraphs 1, 2 writer’s
and 4) and details of a friendship opinion
(paragraph 3).
Exercise 3 page 23. Students find Verbal
Go through the Learn this! box two examples evaluation
together and ask students to find in the letter
two examples in the letter.
Exercise 4 page 23.
Go through the instructions and the Students find Individual
Learn this! box together. Students examples of avaluation
find examples of each structure in each structure
the essay. Check answers as a class. in the essay.
Exercise 5 page 23.
Go through the instructions Students Mutual
together. Do the first question rewrite the avaluation
together as an example. Working remaining
individually or in pairs, students questions
rewrite the remaining questions.
Circulate and monitor, helping
where necessary. Check answers as
a class.
Extra activity Students Verbal
Write these sentences on the board: follow the evaluation
People often say that you can’t be instructions
friends for life. I disagree, but I’m
not an expert. Dana is a good
friend, but I don’t see her often.
Sharing interests is important. Ask
students to rewrite these sentences
using the features in the Learn this!
box. Answers: It is said that you
can’t be friends for life. I disagree.
Not that I’m an expert. Dana is a
good friend although I don’t see her
often. It’s sharing interests that is
important.
now? and elicit answers: I can write
an opinion essay on the topic of
friendship. I can use ‘do / did’ for
emphasis. I can use certain
structures
and features in an opinion essay.
Home task: WB p.21.
Saying goodbye….
LESSON 26 School:
Date: Teacher name:
Learning objectives 11.C10 use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world,
11.S5 interact with peers to make hypotheses and evaluate alternative
curricular topics
Start working on an assigned topic by interacting with groupmates and
make a ppt/poster
make a ppt/poster
Some students will be able to:
make a ppt/poster
Plan
timings activities
Begining Warm up
5 min Tell students to remind the topic
that you discussed last lesson. They Verbal
are supposed to collect some evaluation
information at home and come with
their facts, statistics ready.
Introduce students with lesson
objectives and split them into 3
groups
Middle Exercise 6 page 23. Students come Presentation
30 min Go through the task together. Allow up with ideas Video and
students time to come up with ideas and make images
and make notes. notes Handouts
with task
Exercise 7 page 23.
Before students start writing, Individual
remind them to try to include all the Students write avaluation
features covered in the lesson. their essay.
Students write their essay. Monitor
and help with grammar and
vocabulary where necessary.
Making PPT/Poster on the Mutual
presentation of the animals’ Students avaluation
specific features answer the
At the previous lesson students had questions
to study around the questions below
and complete the research paper.
What different kinds of bat exist?
How do bats navigate?
Why and how should we protect
bats?
How is a bat different from a bird?
What diseases can bats suffer from
and transmit?
How can vampire bats help us with
stroke treatment?
During the lesson students have to

make PPT/Poster by using the
collected information. They will
present posters to the class on the
next lesson.
Hand out experiment worksheets Verbal

reading: animal camouflage. Ss Students read evaluation
read the different camouflage of the different
animals after that they do task camouflage of
concerning reading article. animals after
Ss will be doing Presentation of the that they do
animals’ specific features. Each task
student will research one animal concerning
species and learn about the animals’ reading article.
features. Ss can decide on how
they want to present their animal
feature to the class. Examples:
poster, brochure. Students will be
put into groups by drawing an
animal and figuring out what
camouflage it has.

What has been learned (+)
What remained unclear (?)
What is necessary to work on (…..)
Home task:
Saying goodbye….
LESSON 27 School:
Date: Teacher name:
Theme of the lesson: Summative control work for the 1st term
Learning objectives 11.2.5 Recognize the attitude or opinion of the speaker(s) in

unsupported
extended talk on a wide range of general and curricular topics,
including
talk on a growing range of unfamiliar topics
11.4.1 Understand complex and abstract main points in extended texts
on a wide range of familiar and unfamiliar general and curricular topics
11.5.4 Use style and register to achieve an appropriate degree of
topics
11.3.3 Explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics
Lesson objectives listen to the recording twice and complete the notes below
read a text on the topic “Making connections in biology” trying to
understand specific information and choose the correct answer.
write an essay according to the given statement, connecting them into
paragraphs and providing some examples and reasons to support idea.
choose a card and answer the questions on the given topic expressing
their opinion, using stories from the previous learning and applying a
variety of grammar accurately and topical vocabulary.
Plan
Begining GREETINGS
2 min The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.
SA LISTENING Students Individual

35 min Task 1. Complete the notes below. listen to the avaluation
Write NO MORE THAN THREE recording
WORDS AND/OR A NUMBER for twice and do
each answer. the tasks.
READING Students
Task 2. Read the text and choose the read the text
correct answer: A, B, C or D. and choose
Choose the correct answer: A, B, C or the correct
D. answer: A,
1. According to the text, how are trophic B, C or D.
levels organized?
2. How are decomposers involved in the
food chain?
3. How do tertiary consumers primarily
get their energy?
4. How are omnivores different from
herbivores?
5. What happens in the FIRST trophic
level?
6. Why do food chains need
decomposers?
WRITING Students
Task 3. Choose ONE of the topics and choose ONE
write an essay using this statement: of the topics
A growing number of people feel that and write an
animals should not be exploited by essay using
people and that they should have the this
same rights as humans, while others statement
argue that humans must employ animals
to satisfy their various needs, including
uses for food and research.
In this type of essay, you must look at
both sides. In other words you need to
discuss the arguments FOR animal
rights and AGAINST. You must also
ensure you give YOUR opinion.
Topic 1.
ANIMALS SHOULD NOT BE
EXPLOITED BY PEOPLE AND THEY
SHOULD HAVE THE SAME RIGHTS
AS HUMANS.
Topic 2.
HUMANS MUST EMPLOY
ANIMALS TO SATISFY THEIR
VARIOUS NEEDS, INCLUDING
USES FOR FOOD AND RESEARCH.
SPEAKING Students
Task 4. Choose a card and provide answer the
your answer on topic. You will have 1 questions
minute to prepare your talk. You should
speak at least 2 minutes.
End Self-reflection.
3 min Most ……. thing Self-
Hometask: revise the words from the assessment
units
Saying goodbye
LESSON 28 School:
Date: Teacher name:
Theme of the lesson: Unit Revision
Learning objectives 11.1.6 organize and present information clearly to others

11.4.3 skim extended texts with speed to identify content meriting
closer reading on a range of familiar and unfamiliar general and
curricular topics
11.5.1 plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics
11.5.4 use style and register to achieve an appropriate degree of
topics

Understand the structure of an article
Write a plan
Support the arguments with evidence
Previous lesson Summative control work for the 1st term
Plan
timings activities
Begining Greeting.
5 min T introduces the topic and lesson
objectives with the help of PPT, Verbal
focusing on a key skill- writing. evaluation
Middle Reading the articles: Students read Individual Presentation

30 min SS are given short articles on a the model avaluation Video and
biological topic (Bees). articles and images
(Optional: divide the class into identify its Handouts
groups with different articles) structure with task
SS work individually, they read

the model articles and identify its
structure.
SS are encouraged to apply
reading strategies from previous
lessons and highlight key words,
key ideas, topic sentences (if there
are any) in their articles.
T monitors. Support less able

students when necessary.
Whole class feedback.

SS discuss their answers before Students discuss Mutual
the whole class feedback. answers avaluation
AS a class, SS discuss important
things they have highlighted.
Presentation
In the previous lesson Ss were Students follow Verbal
assigned to conduct a small-scale the instructions evaluation
research on bats. The possible
ways to present information were
agreed in the previous lesson as
well, they are a leaflet, a poster or
a Power Point Presentation. So,
this lesson their task is to present
their findings in front of the class.
Students work in pairs and present
their projects in front of the class.
Differentiation
More motivated Ss are encouraged
to present first so that less
motivated ones could see a model.
Peer assessment
Students listen to their classmates Students listen
and assess the projects following to their
the peer assessment rubrics. classmates and
They may either give feedback to assess the
each other right after each projects
presentation or after all following the
presentations. peer assessment
rubrics
Feedback
Having listened to all
presentations T gives general
feedback and then short feedback
for each presentation. (FA)
End Reflection: Self-
5 min T asks Ss to reflect on their own assessment
learning: Name three thigs you’ve
learnt today.
Home task: to revise vocabulary
Saying goodbye….

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LESSON 1 School:

Unit 1: Making connections in biology

End REFLECTION Self-

Exercise 7 page 5. Students explain Verbal

Exercise 8 page 5. Students answer Mutual

Lesson objectives All learners will be able to:

Previous lesson Journey to biological understanding

Middle Exercise 2 page 6. Students to read Mutual Presentation

End REFLECTION Self-

Home task: WB ex.1-3 p.5.

Learning objectives 11.C6 - organize and present information clearly to others

Learning objectives 11.L5 - recognize the attitude or opinion of the speaker(s) in

Learning objectives 11.C6 - organize and present information clearly to others

Middle Task 1. In the quiz below, students Students Individual Presentation

Task 2. Create a poster putting

Middle Exercise 1 page 12. Students describe Verbal Presentation

Middle Writing a title. Teacher presents Students work in Mutual Presentation

End REFLECTION Self-

Learning objectives 11.1.6 organize and present information clearly to others

SS are encouraged to apply

T monitors. Support less able

Whole class feedback. Students discuss Mutual

Learning objectives 11.C6 - organize and present information clearly to others

Previous lesson Unit Revision

Task 2. Check your Students circle

Charles Foster decided to try and

According to Foster, children are

Why was Foster questioned by a

Jon recommends the book Being a

End REFLECTION Self-

Exercise 10 page 15. Students complete Verbal

End REFLECTION Self-

End REFLECTION Self-

Exercise 3 page 17. Students can Mutual

Middle Exercise 1 page 18. Students read Individual Presentation

Exercise 2 page 18. Mutual

Exercise 3 page 18.

Exercise 4 page 18.

Lesson objectives All learners will be able to:

Previous lesson Analyzing the specific features of animals

Middle Exercise 1 page 19.Go through Students find Individual Presentation

Exercise 3 page 19.

Exercise 5 page 19.

End REFLECTION Self-

Middle Exercise 2 page 20. Students Individual Presentation

Exercise 4 page 21. Students work Verbal

End REFLECTION Self-

Exercise 8 page 21. Students ask Verbal

End REFLECTION Self-

Learning objectives 11.L5 - recognize the attitude or opinion of the speaker(s) in

Learning objectives 11.R7 - recognize patterns of development in lengthy texts [inter-

During the lesson students have to

Hand out experiment worksheets Verbal

End REFLECTION Self-

Learning objectives 11.2.5 Recognize the attitude or opinion of the speaker(s) in

SA LISTENING Students Individual

Learning objectives 11.1.6 organize and present information clearly to others

Lesson objectives All learners will be able to:

Middle Reading the articles: Students read Individual Presentation

SS work individually, they read

T monitors. Support less able

Whole class feedback.

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