10 класс Action поурочки

Module 1 Science and scientific phenomena
LESSON: Module 1 Lesson 1 School:

Introductory lessons
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this 10.1.6 - organise and present information clearly to others;
lesson is contributing to 10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics;
10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics;
10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;
10.4.1 - understand main points in extended texts on a wide range of unfamiliar general and curricular topics;
10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide range
of familiar general and curricular topics;
10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;
10.6.13 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range
of familiar general and 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 1 Science and scientific phenomena
Cross - curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning 1 Science and scientific phenomena
Plan
Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources

Beginning of the lesson To introduce the topic Give Ss time to complete the task and then check T praise active Ss with phrases Vocabulary: Jobs (video
Ask Ss to look at the pictures and then imagine they Ss' answers. Elicit more jobs from Ss (e.g. such as: “Good job! game tester, flight attendant,
Warming-up
are there on the steppe. Ask various Ss to describe teacher, actor, secretary, violinist, tour guide, secret shopper, sales assistant,
Well done!” “One more time,
Team work to the class what they can see and feel using their etc). camp counsellor, police
please”
imagination. Answer Key officer, dog walker, storm
5 min. 1 H 3E 5A chaser, sports coach);
7C 9F Extreme Sports (street luge,
2D 4G 61 speed skiing, windsurfing,
8В mountain biking, paragliding,
motocross, white-water
rafting, rock climbing);
Entertainment (audience,
scene, scenery, lighting,
performance, curtain, stage,
30 min To personalise the task Suggested Answer Key T praise active Ss with phrases
props, fame, icon); The
• Give Ss time to complete the task. I'd like to be a teacher because I love children. such as: “Good job!
Internet (user-friendly
• Ask various Ss to tell the class. Ss
Well done!” “One more time, interface, search engine, email
should justify their answers.
please” account, login name, profile,
browse, sign up, tight-knit
community); The Weather
To revise extreme sports Answer Key T praise active Ss with phrases (snow, blizzard, breeze, hail,
• Give Ss time to write the correct 7 white-water rafting such as: “Good job! sleet, rain, tornado, flood,
extreme sport under each picture and then check Ss' 1 speed skiing shower, drizzle, wind, gale,
answers. 2 street luge storm, temperature, boiling
please”
• Elicit more extreme sports from Ss (e.g. 3 mountain biking hot, chilly, sunny spells,
kite surfing, sky diving, etc). freezing cold); Health Issues

(eye strain, hearing loss,
thumb arthritis, swelling,
itchy rash, skin infection,
shoulder strain, upset
stomach, immune system,
To revise vocabulary related to 4 performance 9 scene T praise active Ss with phrases
insomnia, watery eyes, travel
entertainment 5 lighting 10 props such as: “Good job!
sickness); Appearance &
• Go through the list of words and 6 stage
Well done!” “One more time, Character (middle-aged, old,
explain/elicit the meanings of any that Ss are unsure 7 curtain
please” teenager, plump, well-built,
of.
overweight, skinny, medium,
• Give Ss time to complete the sentences
neck, beard, moustache, hair,
in pairs and then check Ss' answers around the class.
curly, wavy, pierced, straight,
wrinkles, freckles, tattoo,
eyebrows, patient, generous,
outgoing, blonde) Grammar:
Present and past tenses
(revision)
4 To revise vocabulary related to the Internet Answer Key T praise active Ss with phrases
such as: “Good job!

• Go through the list of words and
1 account
4 login
explain/elicit the meanings of any that Ss are unsure Well done!” “One more time,
7 interface
of. please”
2 engine
Give Ss time to complete the sentences in pairs and
then check Ss' answers. 5 profile
6 8 browse
3 community
6 sign up
Aim To revise vocabulary related to the Aim To revise vocabulary related to health T praise active Ss with phrases
weather issues such as: “Good job!
• Elicit various words related to weather • Go through the list of words and
(e.g. hot, cold, freezing cold, etc). Ask Ss to explain/elicit the meaning of any that Ss are
please”
describe weather conditions in their country. (In my unsure of.
country, summers are hot.) • Give Ss time to complete the
Give Ss time to complete the task and then elicit sentences in pairs and then check Ss' answers
around the class.
Answer Key Answer Key 5 strain 9 insomnia
1 breeze 3 storm
2 tornado 4 sunny spells 2 swelling 6 shoulder 10 infection
7 loss 11 upset
8 rash 12 thumb
Aim) To revise vocabulary for appearance & To revise present and past tenses T praise active Ss with phrases
character • Refer Ss to the Grammar Reference such as: “Good job!
• Give Ss time to complete the task and section to revise use of tenses.
then elicit answers from Ss around the class. Ask Ss • Explain the task and give Ss time
please”
to justify their answers. to complete
Answer Key it.
1 plump (refers to weight) • Check Ss' answers and elicit their
2 medium (refers to build) reasons for their choice of tenses used.
3 neck (part of body) 9 (Aim To identify appropriate
4 pierced (ears, nose) responses to everyday English expressions
5 eyebrows (part of face, rest of words • Explain the task.
are special characteristics) • Allow Ss some time to complete it.
6 blonde (refers to hair) • Check Ss' answers.
• As an extension ask various Ss to • As an extension ask pairs of Ss to
present themselves to the class. act out the exchanges.
Suggested Answer Key Answer Key
I'm Laura and I'm 20 years old. I'm tall and slim 7b 3b
with long, straight, brown hair and blue eyes. I'm 2 a 4b 5 b
patient and outgoing, but I can be stubborn at times. 7b 9b
6 a 8b 10 a
End of the lesson. The Ladder method was used as a reflection. T asks SS Ss use their stickers to show their knowledge Ss evaluate each other and
Reflection to stick their stickers to the Success Ladder according to the lesson encourage classmate with phrases
10 min. Green- I understood like:

Yellow-I have some questions Well done! Brilliant! Good job! I
Red-I need a help. like it!
Aim: To know how many Ss got the theme.
Efficiency:
Ss can use colors to show how much do they
remember.
Differentiation: «Conclusion» method is used to

finish the lesson.
Date: Teacher name:
Learning objectives(s) that this lesson 10.1.6 - organise and present information clearly to others;
is contributing to 10.2.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk
on a limited range of unfamiliar topics;
10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some general and curricular topics;
10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide
range of familiar general and curricular topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs;
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics
10.6.13 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide
range of familiar general and curricular topics
listen and read for gist and for specific information

listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases
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
Value links 1 Science and scientific phenomena
Cross - curricular links 1 Science and scientific phenomena
Plan

Beginning of the lesson Organization moment: “I wish….” method helps to start the lesson At the organization moment T tries CD player
with telling supporting words to each other. to award active Ss. «The praise»
Warming-up 1.Greeting. Microphone
The aim: To develop Ss speaking skills and method is used to evaluate Ss with
Team work Ask about the weather. Stick sightseeing cards at create friendly atmosphere phrases like: cards
the back of the chair for each S and ask them to

10 min. Efficiency: By telling the wishes they show “Good job!
divide according to the letters
their appreciations .
Well done!”
3 teams: 1.A 2. B 3. C
To introduce the topic Vocabulary Feedback: Student’s Book

Module Objectives To introduce new vocabulary
“The praise” method CD disk
Read the title of the module Science & scientific Direct Ss' attention to the words in the list and
phenomena and ask Ss to suggest what they think give Ss time to use them to complete the
“Good job!
the module will be about (the module is about phrases.
famous scientists, genetics, DNA and jobs related Answer Key Well done!”
to science). Go through the objectives list to 2 invente
stimulate Ss' interest in the module. d 4 argued
3 discove
red 5
founded
30 min To match scientists to their Answer Key Feedback: Student’s Book

2 Ask Ss to match the scientists A-E to 5 В Albert Einstein developed the theory of
their achievements 1-5. relativity.
3 Play the recording. Ss listen and 6 E Tim Berners-Lee invented the World
“Good job!
check their answers. Wide Web.
4 Elicit sentences from Ss around the 7 D Marie Curie discovered radioactivity Well done!”
class. and
won the Nobel Prize twice.
8 A Nicolaus Copernicus argued that the
Sun
was at the centre of the universe.
9 C Kaisha Atakhanova founded the
environmental
organisation EcoCenter.
To introduce new vocabulary and Answer Key
match scientists to their fields of study Nicolaus Copernicus is related to astronomy.
10 Elicit what each field of study deals Albert Einstein is related to physics.
with. S may use their dictionaries if necessary. Kaisha Atakhanova is related to biology.
The elicit which scientist is related to which field. Marie Curie is related to physics & chemistry.
11 Ss may have to look up the answers Tim Berners-Lee is related to computer
on the Internet. science.
12 Check Ss' answers on the board. • Play the video for Ss and elicit their
comments
End of the lesson. The Ladder method was used as a reflection. T Ss use their stickers to show their knowledge Descriptor:
asks Ss to stick their stickers to the Success according to the lesson

Speak on the theme “Sport”,
Ladder.
Reflection
Green- I understood
-can identify types of sport
Yellow-I have some questions

Individual work: -describe sport - 2points.
Red-I need a help.

5 min. Ss evaluate each other and encourage
Aim: To know how many Ss got the theme. classmate with phrases like:
Efficiency: Well done! Brilliant! Good job! I like
it!
Ss can use colors to show how much do they
remember.
Differentiation: «Conclusion» method is used
to finish the lesson.


Use of English 1b
Date: Teacher name:
is contributing to 10.2.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk
on a limited range of unfamiliar topics;
unfamiliar topics;
10.4.1 - understand main points in extended texts on a wide range of familiar and some general and curricular topics;
10.6.12 - use a variety of comparative degree adverb structures with regular and irregular adverbs;
use a wide variety of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result
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.
Value links Solutions to global issues, natural disasters and global citizenships
Beginning of the lesson Organization moment: “I wish….” method helps to start the lesson with At the organization moment T CD player
telling supporting words to each other. tries to award active Ss. «The
Warming-up 1.Greeting. Microphone
The aim: To develop Ss speaking skills and create praise» method is used to
Team work Ask about the weather. Stick sightseeing cards at friendly atmosphere evaluate Ss with phrases like: cards
the back of the chair for each S and ask them to

5 min. Efficiency: By telling the wishes they show their “Good job!
divide according to the number
appreciations .
Well done!”
3 teams: 1. First team 2. Second team 3. Third
team
30 min OVER TO YOU! Ask Ss to work in pairs or Suggested Answer Key Feedback: Student’s Book
small groups and discuss the questions. I think the article is about genetic “The praise” method CD disk
• Ask Ss to close their books, then engineering.
“Good job!
elicit answer from various Ss around the class. • Ask Ss to look at the picture and read
• Then ask Ss to share their the title. Then elicit what the picture depicts and
Well done!”
answers/opinion with the class. how this may be related to the title of the article.
Refer Ss to the Word List at the back of their • Play the recording. Ss listen and read
books and give them time to look up the the text to check their answers.
meanings of the words given. Suggested Answer Key
• Elicit Ss' guesses as to what the The picture shows an eraser erasing part of a
article is about. genetic code. This could refer to genetic
engineering and the ability to remove faulty genes
which cause diseases and which could possibly lead
to a world without disease.
To read for specific information
• Ask Ss to read the sentences 1-8.
• Then give Ss time to read the text
and mark the sentences according to what they
read.
• Check Ss' answers around the class.
Answer Key
IT 3 T 5
T 7 DS
2 F 4 T
6 T 8
DS
• Refer Ss to the Check these words
box and ask Ss to look them up in the Word List.
• Play the video for Ss and elicit their
comments.
To consolidate vocabulary in a text To consolidate new vocabulary (collocations) Feedback: Student’s Book
Give Ss time to complete the sentences using • Read the words/phrases in the lists and give
Answer Key Ss time to match them to make collocations.
7 inherited • Elicit answers from various Ss around the
“Good job!
2 made class.
3 determines Answer Key Well done!”
4 characteristics 7 brought Id 2 e 3 b 4 f 5 c 6 a
5 debate 8 cells
6 prevent
To practise collocations Genetically-modified food Designer babies\ Suggested Answer Key

• Give Ss time to use the collocations from To present/revise comparison of adverbs I think Tim
Ex. 4a to complete the sentences. Berners-Lee has had the
• Check Ss' answers. • Ask Ss to read the example sentences biggest impac on our
7 inherit diseases 4 in the box and then elicit how we form the lives because we use the
2 gene editing 5 comparative and superlative forms of adverbs. World Wide Wei every
3 live longer 6 • Refer Ss to the Grammar Reference day. It has given people
faulty genes section for details. access to all sorts о
• Then elicit further examples from the information and, as we
text. Suggested Answer Key all know, information i.
Adverbs with the same form as the adjectives take - power.
er in the comparative form and -est in the Another famous scientist
superlative form. Adverbs ending in -ly take more is Alexander Graham
in the comparative form and the most in the Bell He invented the
superlative form. telephone and the metal
Examples in the text: the fastest, more quickly, detector The telephone
longer, more specifically changed the way people
communicati and
allowed people to
communicate over loni
distances.
) (Aim) To introduce key
vocabulary from a text
and predict the topic of
the text
To practise comparative and superlative forms of To personalise the topic

adverbs Ask Ss to talk in pairs and tell their partner wh
• Explain the task and give Ss time to characteristics they share with other members their
complete it. family.
• Check Ss' answers. Suggested Answer Key
Answer Key I have the same colour hair as my sister and same
more loudly 4 the worst colour eyes as my brother.
the fastest 5 earlier 8 more give a short summary of a text
better 6 less • Give Ss time to read the text again and me
notes and then use their notes to write short
• the words in the list. summary of the text.
• Check Ss' answers around the class. • Ask various Ss to read their summary to 1
Speaking & Writing class.
Suggested Answer Key
Our genes contain the characteristics we hi
inherited from our parents. We have trillions of о in
our bodies. Cells have chromosomes (23 from i
mum and 23 from our dad). Chromosomes hi DNA.
A gene is a section of DNA. Sometimes gei are
faulty and we can get diseases. Gene editing c
prevent this from happening. There is a lot ofdebi
about genetic engineering on humans, but it со,
end some diseases.
To expand the topic and write a short quiz Suggested Answer Key Feedback: Student’s Book
• Ask Ss to research on the Internet 7 What is Sir Cyril Astley Clarke
and find c information about people related to known for? ( work on prevention of Rh disease in
genetic newbi babies)
“Good job!
• Ask Ss to write a quiz and then 2 Who is known as the father of
swap their q with their partner for him/her to try modern genetii (Gregor Mendel) Well done!”
to comple 3 Who first discovered DNA and
when? (Friedr, Meischer in 1869)
4 Who isolated its molecular structure?
(Jan Watson and Francis Crick)
5 Who came up with the term 'double
helix' for t shape of the structure of DNA? (James
Watsor
End of the lesson. “Comments” method is used to find out was the Ss use their stickers to write about today’s lesson. Feedback: Student’s Book
lesson clear or not. Use the stickers. Commentaries, wishes.

Reflection
“Good job!
Aim:To know how many Ss got the theme.

Individual work: Well done!”
Efficiency:learn to comment somebody using

10 min.
simple sentence.
Differentiation:«Conclusion» method is used to
finish the lesson.

Date: Teacher name:
is contributing to 10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics;
unfamiliar topics;
10.4.1 - understand main points in extended texts on a wide range of unfamiliar general and curricular topics;

Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of the Organization moment: Ss should continue saying good words, wishes to each After doing the actions T tries Envelop with shapes
lesson other passing the string. to award active Ss.«The

1.Greeting.
Be happy praise» method is used to
Warming-up
2. Organization moment. Be healthy evaluate Ss with phrases like:
Whole class Teacher gives strings students to say warm words to Save your family
“Good job!
each other. The aim: develop students speaking skills and helps to
5 мин. break down their shy habits. Well done!”
Efficiency:By passing the string Ss feel good
atmosphere.
• Ask Ss to read the definition and the Suggested Answer Key Feedback: Student’s Book
newspaper headline and then elicit an answer to the I think DNA can help bring extinct animals
question in the rubric. back to
• Give Ss time to read the text and find out life
“Good job!
if their guesses were correct.
Well done!”
30 min To read for cohesion and coherence Answer Key Feedback: Student’s Book
• Explain the task and give Ss time to 1C 2 A 3 F 4 D 5 В
complete it by matching the sentences to the gaps. • Refer Ss to the Check these words box and
• Check Ss' answers. ask Ss to look them up in the Word List.

“Good job!
comments. Well done!”
To consolidate new vocabulary Feedback: Student’s Book

• Explain the task. Give Ss time to complete Answer Key 4 walk 7 conduct
1 became “The praise” method CD disk
the task.
• Check Ss' answers around the class. 2 bring 5 break 8 run
“Good job!
3 make 6 hatch
Well done!”
To consolidate new vocabulary Answer Key Feedback: Student’s Book

• Explain the task. Give Ss time to complete 1 roam
the task using the words from the Check these words 2 impressive
box. 3 excavating
“Good job!
Check Ss' answers. 4 alterations
Well done!”
End of the lesson. “Comments” method is used to find out was the Ss use their stickers to write about today’s lesson. Whiteboard

Pupils Book
Reflection
stickers

Individual work:
Efficiency:learn to comment somebody using simple

10 min.
sentence.
Differentiation:«Conclusion» method is used to finish
the lesson.
Date: Teacher name:
Learning objectives(s) that this lesson 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
is contributing to 10.1.4 - evaluate and respond constructively to feedback from others;
10.1.8 - develop intercultural awareness through reading and discussion;
10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;
10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;
10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information
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
lesson/Time

1.Greeting.
Warming-up
Whole class Teacher gives strings students to say warm Save your family
“Good job!
words to each other. The aim: develop students speaking skills and helps to
atmosphere.
30 min Grammar Answer Key Feedback: Student’s Book

To present/revise past modals of Jack and his team must have been amazed because it
speculation and deduction suggested that DNA lasts a lot longer than originally
• Explain the task and ask Ss to read believed, (refers to a deduction)
“Good job!
the theory.
• Refer Ss to the Grammar Well done!”
Reference section at the back of their books for
more details.
• Elicit an example from the text
and what it expresses.
Aim To practise past modals of speculation Answer Key Feedback: Student’s Book
and deduction 2 may/might/could have had 3 can't have
• Explain the task. read
• Give Ss time to complete it. must have stolen

“Good job!
• Check Ss' answers.
1 Well done!”
4 must have gone
Listening Answer Key Feedback: Student’s Book

• Ask Ss to read the questions and 1 A 2В 3C
answer choices. 4В
• Then play the recording and ask Ss
“Good job!
to complete the task by choosing the correct
answers according to what they hear. Well done!”
text; to develop critical thinking skills Suggested Answer Key Feedback: Student’s Book
• Ask Ss to work in pairs and talk What I found most interesting is that they have found
about what information they found the most dinosaur DNA. I am also fascinated by the fact that birds
interesting in the text. are the distant relatives of dinosaurs and that they can be
“Good job!
• Monitor the activity around the used to possibly bring dinosaurs back to life in one way
class, then ask some pairs to report back to the or another. Well done!”
class.
b) (Aim To express your opinion on the topic; to Suggested Answer Key Feedback: Student’s Book
develop critical thinking skills I don't think it is such a good idea to
• Read the rubric aloud and give Ss interfere with nature and natural events in time. I think
three minutes to think about their answers and dinosaurs should remain extinct. I don't think it would be
“Good job!
write a short paragraph. safe for us or for these species to exist out of their time.
• Ask various Ss around the class to However, I think that other species that became extinct Well done!”
read out their paragraph to the class. in an unnatural way due to man's activities, such as
hunting or destroying their habitats, should be brought
back because they may still play an important role in the
ecosystem.
End of the lesson. “I know/want to know/knew” method. Students complete the table what they know and want to Feedback: Cards
know, knew.
10 min. T gives cards. “I know/want to know/knew”
Aim:Ss define what they have learnt from today’s lesson. method.
Reflection And explains the instructions.
Efficiency:
Helps to analyze about their understanding

Date: Teacher name:
unfamiliar topics;
listen and read for gist, pronounce the /oo/ sound

listen and read for gist, pronounce /oo/ sound, role play a dialogue
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
lesson/Time
Beginning of the Organization moment: Ss sing a song together. Feedback: Cd 5R2
lesson Ss look at their book the text of the song.

1.Greeting. T shows thumbs up to Ss.
The aim: helps to feel the importance of having
Warming-up
2. Organization moment. family . It means that they can sing very
Whole class Sing a song “A family” good! And motivate Ss to study

Efficiency:when they sing a song some words
a new theme.
5 min T shows the video of the song. remembers easily in their mind.
30 min Vocabulary & Reading Answer Key Feedback: Student’s Book

1 a) [Aim] To present new vocabulary 1 e 3 f 5b
• Direct Ss' attention to the list of 7 c
jobs and the topics. 2 h 4 a 6g

“Good job!
• Then give Ss time to match the 8 d
jobs (1-8) to the topics (a-h) and tell their partner. A physicist studies matter and energy. Well done!”
• Check Ss' answers. A geneticist studies the inherited characteristics of
living things.
A mathematician studies numbers, shapes and space.
An astronomer studies planets, the universe and space.
A chemist studies the characteristics of substances and
how they react.
A biologist studies all natural life.
A psychologist studies the human mind and the way it
works.
A geologist studies the Earth's surface.
To express an opinion Suggested Answer Key Feedback: Student’s Book

Ask various Ss around the class to share their think being an astronomer is the most interesting
opinions with the rest of the class following the because there is so much we don't know about planets,
example. the universe and space and finding out more about them
“Good job!
would be very exciting and interesting.
Well done!”
To predict the content of a Suggested Answer Key Feedback: Student’s Book

Text I think none of the sentences are true because
• Ask Ss to read the subtitles in the the title of the text is 'myth-busters'.
text and elicit whether Ss think they are true or not.

“Good job!
• Play the recording. Ss listen and
read and find out. Well done!”
To read for specific information Answer Key Feedback: Student’s Book

• Ask Ss to read the questions and ID 2В
answer choices. ЗА
• Then give them time to read the • Refer Ss to the Check these words box and
“Good job!
text and choose their answers according to what ask Ss to look them up in the Word List.
they read. Play the video for Ss and elicit their comments. Well done!”
End of the lesson. “I know/want to know/knew” method. Students complete the table what they know and want to Feedback: Cards
know, knew.
Aim:Ss define what they have learnt from today’s method.

lesson.
Efficiency:

Date: Teacher name:
unfamiliar topics;
listen and read for gist, for specific information

listen and read for gist, read for specific information, compare buildings
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
Beginning of the lesson Organization moment: Ss should continue saying good words, wishes to After doing the actions T tries to Envelop with shapes
each other passing the string. award active Ss.«The praise»

Warming-up 1.Greeting.
Be happy method is used to evaluate Ss
Whole class 2. Organization moment. Be healthy with phrases like:
Teacher gives strings students to say warm Save your family

5 мин. “Good job!
words to each other. The aim: develop students speaking skills and helps
to break down their shy habits. Well done!”
atmosphere.
30 min (Aim) To consolidate new Answer Key Feedback: Student’s Book

vocabulary through antonyms definitely * possibly dishonest * honest awful *
• Read out the words in the list and excellent miss *■ hit
ask Ss to look up their meanings in their unknown * famou passed * failed luckily *
“Good job!
dictionaries if necessary. Then give Ss time to unfortunately eventually * immediately occasionally
complete the task. * constantly Well done!”
• Check Ss' answe
Aim To consolidate new vocabulary To practise forming negative verbs Feedback: Student’s Book
• Explain the task and give Ss time to • Read the table aloud to Ss and explain any
complete the task in pairs. points they are unsure of providing extra examples if
• Check answers around the class. necessary. “Good job!
Answer Key • Give Ss time to complete the task.
1 struggles • Check Ss' answers.
Well done!”
3 come 5 breathe Answer Key

2 observing 4 vote 1 misheard
3 unlocked 5 misbehaved
2 disappeared 4 recharge
To consolidate information in a Suggested Answer Key Feedback: Student’s Book

text; to develop critical thinking skills I think the most convincing myth is the
one about an apple falling on Newton's head because
Explain the task, give Ss time to consider their it is believable. It could have happened and it may
“Good job!
answers and then ask various Ss to tell the class. have been Newton himself who started the myth.
Well done!”
To narrate a story Suggested Answer Key Feedback: Student’s Book

• Explain the task and give Ss One day, Newton was sitting under an apple tree it
time to form their narrative. garden. He was thinking about the forces of no when
• Then ask various Ss around an apple fell from the tree and hit him on head. This
“Good job!
the clas narrate the story to the rest of the clas: made him think about why the apple down and he
came up with the theory of gravity. Well done!”
Writing To write about a myth Suggested Answer Key Feedback: Student’s Book
There are a number of myths surrounding Galilei but
• Explain the task and give Ss time the most famous one is about how he prove the
to research the Internet for a similar myth and theory that gravitational acceleration is equi for
“Good job!
then write short paragraph about it. heavy and light objects. According to the mytf he
• Ask various Ss to read their went to the top of the Leaning Tower of Pisi with two Well done!”
paragraph to tl class. cannonballs of different weights. He thei dropped
them to prove that heavy objects do not fal faster than
light ones to his students below However, this is not
quite true. He was in Pisa, but he performed a
number of different experiments. He rolled balls
down long wooden ramps and made pendulums of
different weights. He dropped objects, but he didn't
drop them off the Leaning Tower.

Reflection
“Good job!


10 min.
sentence.
finish the lesson.

Date: Teacher name:
Learning objectives(s) that this lesson is 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;
contributing to 10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;
10.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;
10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics;
10.5.9 - punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular
topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech
on a wide range of familiar general and curricular topics;
10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;
10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics
listen and read for gist, read for specific information

listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world
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
lesson/Time
Beginning of the Organization moment: Ss should continue saying good words, wishes to each After doing the actions T tries to Envelop with shapes
lesson other passing the string. award active Ss.«The praise»

1.Greeting.
Warming-up
2. Organization moment. Be healthy with phrases like:
Whole class Teacher gives strings students to say warm words Save your family
“Good job!
to each other. The aim: develop students speaking skills and helps to
atmosphere.
30 min Writing Ss' answers. Feedback: Student’s Book

1 (Aim) To analyse a rubric Answer Key
• Ask Ss to read the rubric and pay 1 an article
attention to the key words in bold. 2 my teacher
• Give Ss time to answer the 3 a famous scientist “Good job!
questions and then check 4 120-180
Well done!”
5 when and where he/she was born, his/her
achievements, when he/she died
To read a model article and match 4 (Aim) To present and identify connectors Feedback: Student’s Book
paragraphs to content Ask Ss to read the examples in the box and then elicit
• Give Ss time to read the model and which ones are used in the article.
match the contents (1-4) to each paragraph (A-D). Answer Key
“Good job!
• Check Ss' answers. while, and, because, despite
Answer Key 4 (Aim) To practise connectors Well done!”
IB 2 С ЗА 4D • Explain the task and give Ss time to
з a) (Aim To identify and use complete it.
techniques for beginning and ending an article • Check Ss' answers.
• Elicit which techniques the writer Answer Key
has used in the model and the give Ss time to 1 while/but
rewrite the beginning and ending using different 3 and 5 because
techniques. 2 Despite
• Ask various Ss to read out their 4 While
beginnings and endings to the class. 6 [Aim To present/revise active/passive
Answer Key sentences (present simple/past simple)
Beginning: addressing the reader directly Ending: • Ask Ss to read the examples and then elicit how a
using a short quotation passive sentence differs from an active one and when
Suggested Answer Key we use 'by' or 'with'.
Beginning: Many people think of Albert Einstein • Then elicit the passive sentences in the article.
when the topic of genius is mentioned, (making a Answer Key
statement) An active sentence emphasises the person who does the
Ending: Einstein changed the way we see the action while a passive sentence emphasises the action.
world. Wouldn't you agree that makes him a We use 'by' + agent to say who or what carries out the
genius? (addressing the reader directly) action. We use 'with' + instrument/material/ ingredient
to say what the agent used.
7
Examples in the model: To practise the passive Feedback: Student’s Book
It was published in 1905 and he was soon offered • Ask Ss to read the text and then g time to rewrite
important university positions. it using the passive.
In 1921 Einstein became world famous because • Ask various Ss to read out the para check Ss'
“Good job!
he was awarded the Nobel Prize for Physics. answers.
Aim) To practise changing active sentences to Suggested Answer Key Well done!”
passive sentences Thomas Alva Edison is usually recognised by the
• Explain the task. Give Ss time to complete inventor of the light bulb, but types of were developed
it. by other inventors before Ec first electric light was
• Check Ss' answers. invented by Humph re] the beginning of the 19th
Suggested Answer Key century and a light demonstrated by Joseph Swan at
1 Penicillin was discovered by Alexander one of his I 1879 around the same time as Edison. A
Fleming in 1928. com created by Edison and Swan in 1883. It v\ Edison-
2 Physics is taught to our class on Tuesdays Swan United.
by Mr Roberts. To write an article
3 A helicopter was designed by Leonardo da • Give Ss time to complete the task i plan.
Vinci in the 15th century. • Remind Ss to use appropriate begim ending
4 The laboratory door is kept closed at all techniques and connectors.
times. • Check Ss' answers.
5/ A ll Anna's files were lost when her laptop • Alternatively, assign the task as HW a Ss'
crashed. answers in the next lesson.
Nicola Tesla
Have you heard of Nicola Tesla? Well, son thought of
him as a 'mad scientist', bu\ actually one of the greatest
inventors in hi Tesla was born in the Austrian Empire
in 1, child, he was very interested in physics ai talent
for engineering. Despite not gradual university, he was
an excellent student. After moving to the USA in 1884,
Tesla и an electrical engineer for the Edison Comp
short time. He later started his own com) developed the
AC electrical system and ; coil, which are still used
today. Throug career, Tesla discovered, designed and c
ideas for a number of important in including the AC
dynamo and the inductio He was also a pioneer in the
discovery c remote control and electric power transmis
Despite his early success, Tesla died poor His value in
science history was mostly l until 1960 when an 51
unit, which are measure magnetic fields, was named in
hii Today his work is recognised and his legacy
End of the lesson. “I know/want to know/knew” method. Students complete the table what they know and want Feedback: Cards
to know, knew.
Aim:Ss define what they have learnt from today’s method.

lesson.
Efficiency:

Date: Teacher name:
topics;
read for gist, read for specific information

read for gist, read for specific information and write an essay following the plan given
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
Beginning of the lesson Organization moment: Ss should continue saying good words, wishes to After doing the actions T tries Envelop with shapes
each other passing the string. to award active Ss.«The

Whole class 2. Organization moment. Be healthy evaluate Ss with phrases like:
Teacher gives strings students to say warm words to Save your family
each other. The aim: develop students speaking skills and helps
atmosphere.
30 min Тo read for gist Suggested Answer Key Feedback: Student’s Book
• Read the rubric aloud. Elicit answers to the I know a man called Tim Berners-Lee invented the
question in the rubric. World Wide Web.
• Give Ss time to read through the text and
“Good job!
find out.
Well done!”
1 To read for cohesion and 2 To consolidate information in a text; to Feedback: Student’s Book
coherence; to listen and read for confirmation develop critical thinking skills
• Give Ss time to read the text again and • Ask Ss to read the questions and give
complete each gap with an appropriate word. them time to consider their answers.
“Good job!
• Play the recording. Ss listen, read and check • Have Ss discuss the questions in
their answers. pairs or ask individual Ss to share their answers Well done!”
Answer Key with the class.
1 to 3 never 5 with Suggested Answer Key
7 went 9 by 1 The Internet is popular because it is
2 ago 4 was 6 which/that the go-to source for information.
8 but 10 of 2 I use the Internet for shopping and
• Refer Ss to the Check these words box and social media as well as for looking up
ask Ss to look them up in the Word List. information to help me with my homework.
• Play the video for Ss and elicit their 3 I think the Internet will change our
comments. lives in the future in many ways. Firstly,
з To consolidate new vocabulary everyone will be online all the time; we won't
• Explain the task and give Ss time to have to look for Wi-Fi hotspots or use
complete it. broadband. I think some people will live online
• Check Ss' answers around the class. using virtual reality and disconnect from the real
Answer Key world. I also think it will be very difficult to keep
1 source 4 study 7 history
any information private.
5 known 8 important
To write about an invention
3 media 6 famous • Explain the task and give Ss time to
research online to find out information about an
invention or development that came from their
country and write a paragraph about it including
all the points in the rubric.
• Ask various Ss to share their answers
with the class.
(Ss' own answers)
End of the lesson. “I know/want to know/knew” method. Students complete the table what they know and Feedback: Cards
want to know, knew.

10 min. T gives cards. “I know/want to
Aim:Ss define what they have learnt from today’s know/knew” method.
lesson.
Efficiency:

Module 1 1 Science and scientific phenomena
Date: Teacher name:
topics;
Listen and read for a gist, read for specific information

Listen and read for a gist, learn about values, do a quiz
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
Beginning of the lesson Organization moment: Ss should continue saying good words, wishes to After doing the actions T tries Envelop with shapes
each other passing the string. to award active Ss.«The

each other. The aim: develop students speaking skills and
helps to break down their shy habits. Well done!”

30 min
atmosphere.
To introduce Answer Key Feedback: Student’s Book

• Read the rubric aloud and go through the traits straight hair, gender, intelligence, eye colour,
in the list. blood type
• Elicit which ones we can inherit from our
“Good job!
parents from Ss around the class.
• Give Ss time to read the text and check. Well done!”
Aim To consolidate new vocabulary through To consolidate information from a text Feedback: Student’s Book
synonyms Initiate a class discussion and elicit what various
• Direct Ss to the underlined words in the Ss learnt from the text. “The praise” method CD disk
text and ask Ss to match them to their synonyms in Suggested Answer Key
“Good job!
the list using their dictionaries if necessary. I learnt that people are different as inherited traits
• Check Ss' answers. are what distinguish one person from another.
Well done!”
Answer Key Some characteristics like gender and hair colour
entirely - completely easily = without difficulty are genetically passed down from our parents
quickly = rapidly remarkably = surprisingly while others like weight and language depend on
part of speech: adverbs environmental factors. I also learned that all
4 (Aim; To consolidate new vocabulary people may look different but in reality nearly all
through antonyms human DNA is identical and only less than 1 % of
• Direct Ss to the bold words in the text our DNA makes us look different from other
and ask Ss to match them to their antonyms in the list people.
using their dictionaries if necessary. |?1 (Aim'
• Check Ss' answers. Elicit a variety of answers from Ss around the
Answer Key class.
alike different natural * man-made Suggested Answer Key
native * foreign unique * common If I could change my appearance then I would like
part of speech: adjectives to be a little bit taller. I would also like to have
To answer comprehension questions on a text darker skin, a smaller nose and lighter eyes.
Ask Ss to read the questions (1-4) and give Ss time to
read the text again and answer them.
Check Ss' answers.
Answer Key
1 They share inherited traits from their parents.
2 gender, hair colour, skin colour, ear shape, blood
group and inherited diseases
3 Weight depends on diet, lifestyle and
environmental factors.
4 Less than 1% of our DNA makes us look
different from other people.
• Refer Ss to the Check these words box and ask
Ss to look them up in the Word List.
• Play the video for Ss and elicit their comments.

Reflection
“Good job!


10 min.
simple sentence.
finish the lesson.

Date: Teacher name:
topics;

Beginning of the lesson Organization moment: Ss should continue saying good words, wishes to each After doing the actions T tries to Envelop with shapes
other passing the string. award active Ss.«The praise»

Teacher gives strings students to say warm words Save your family
to each other. The aim: develop students speaking skills and helps
atmosphere.
30 min To present and practise phrasal verbs Answer Key Feedback: Student’s Book
with bring and come 7 up 3 up
• Go through the list of phrasal verbs 5 across
and their definitions and elicit an example for each 2 out 4 about
“Good job!
one from various Ss around the class using their 6 down
dictionaries to help them if necessary. Well done!”
• Give Ss time to complete the task and
then check Ss' answers.
To practise prepositional phrases Further Practice - Quiz Feedback: Student’s Book

• Explain the task and give Ss time to [Aim] 110.1.61 To consolidate information in the
complete it and then check Ss' answers. module
• Ask Ss to start a Prepositions section • Make photocopies of the quiz.
“Good job!
in their notebooks and use it to list words that go • Give Ss time to complete the quiz,
with prepositions in alphabetical order. looking back through the module if necessary. Well done!”
• Ask Ss to revise this section regularly • Check Ss' answers.
as this will help them use the English language in a
natural way. Quiz
Answer Key Mark the sentences T (true) or F (false). Correct the
7 in 2 as 3 for 4 to 5 to false sentences.
Aim, To consolidate words which are often 1 Marie Curie won the Nobel Prize 3
confused times
Explain the task, give Ss time to complete it and 2 DNA is made up of 46 chromosomes.
then check Ss' answers. 3 Faulty genes can lead to serious
Answer Key illnesses
7 invented 3 4 A cloned Pyrenean ibex lived for 7
conducting 5 breath days
2 studying 4 5 Scientists found dinosaur DNA in a
Astrologers 6 clear broken bone.
To form negative verbs 6 Some scientists believe birds are related
• Read the theory box and the to dinosaurs.
examples aloud and then explain the task. 7 Einstein won a Nobel Prize at the end
• Give Ss time to complete the task and of
then check Ss' answers. the 20th century.
Answer Key 8 The human brain weighs around Vh
7 misuse 3 rematch kilos
5 refund 9 Isaac Newton developed the theory of
2 disappearance 4 miscount relativity.
Answer Key
7 F (She won it twice.)
2 F (Each cell in our body has 46
chromosomes.)
3 T
4 F (It lived for seven minutes.)
5 T
6 T
7 F (He won it in 1921.)
8 T
9 F (Albert Einstein developed the theory
of
relativity. Isaac Newton developed the theory of
gravity.)
Extra Activity
To create a quiz
• Ask Ss to read through Module 1 and
write a quiz of their own.
• Ss can prepare their quizzes alone or in
groups (in class or at home). Ask Ss to go through the
module and compile their quizzes.
• Ask Ss to exchange their quizzes, do
them, and then check their answers.
1 Nicolaus Copernicus was a physicist.
(F - He was an astronomer.)
2 Marie Curie was a biologist. (F - She
was a chemist and physicist.)
3 DNA stands for deoxyribose nucleic
acid. (T)
4 Hans Larsson did genetic experiments
with birds.
(T)
5 И/e use 100% of our brains. (T)
6 Einstein wasn't good at French. (T)
7 Einstein moved to America in 1921. (F
- He moved there in 1932.)
8 Humphrey Davy invented the first
electric light. (T)

Reflection
“Good job!


10 min.
sentence.
finish the lesson.

Date: Teacher name:
Learning objectives(s) that this lesson 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;
is contributing to 10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;
10.6.2 - use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics;
10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a
wide range of familiar general and curricular topics;
use some language from the module to express views and pose some relevant activity accurately
use a range of language from the module to express views and pose a range of relevant activity accurately
use a wide range of language from the module to express views and pose a range of relevant activity accurately
lesson/Time
lesson other passing the string. award active Ss.«The praise» method
1.Greeting.
Be happy is used to evaluate Ss with phrases
Warming-up
2. Organization moment. Be healthy like:
“Good job!
atmosphere.
30 min Reading Answer Key Feedback: Student’s Book

1 [Aim] To read for specific information ID 2C3C 4D
• Ask Ss to read the questions
(1-4) and the possible answers.
“Good job!
• Give Ss time to read the text
and choose the correct answer for each Well done!”
question
Listening 5 To practise sentence transformations Feedback: Student’s Book

To listen for specific information • Explain the task.
• Ask Ss to read the headings • Ss complete the task.
(A-G). • Check Ss' answers.

“Good job!
• Play the recording. Ss listen Answer Key
and match them to the speakers accordingly. 1 The experiment was considered a great Well done!”
• Check Ss' answers. success.
Answer Key 2 Dr Harrison was given an award by the
1C 2 В ЗА 4 D 5 E government in 2009.
• Explain the task. 3 Sir Isaac Newton's house is visited by a
• Ss complete the task. lot of tourists.
Check Ss' answers 4 More time is needed by the research
discovery 5 passed 9 team to finish the experiment.
struggling 5 Dinosaur DNA was found in a broken
ancestors 6 myth bone by the palaeontologists.
10 psychologist To practise connectors
select 7 prevent Give Ss time to complete the task and then check Ss'
debate 8 observed answers.
Aim) To consolidate grammar Answer Key
from the module 7 but 3 and
• Explain the task. 5 While
• Ss complete the task. 2 Despite 4 because
• Check Ss' answers. Writing
Answer Key • Explain the task and give Ss time to plan and
1 complete their work and then check Ss' answers.
worse • Alternatively assign the task as HW and check
3 earlier Ss' answers in the next lesson.
2 Suggested Answer Key
more carefully Marie Curie
4 more healthily There aren't many people who haven't heard of
4 To consolidate grammar from the Marie Curie. She was a famous physicist and
module chemist.
• Explain the task. Curie was born on 7 November, 1867, in Warsaw,
• Ss complete the task. Poland. Her family was quite poor so she had to
• Check Ss' answers. attend public school, but she was an excellent
Answer Key student. She became a governess when she left
1 must have gone school to help pay for her sister's education. A few
2 may/might/could have fallen years later, she left for Paris and went to university,
3 can't have been where she earned degrees in physics and maths.
4 can't have done In 1895, she married Pierre Curie. Together they
discovered polonium and radium, and Marie
developed a theory about radioactivity. They won
the Nobel Prize in Physics in 1903. Eight years
later, Marie Curie won the Nobel Prize in Chemistry
on her own. She died on 4 July, 1934, from
exposure to radiation. Marie Curie was a scientific
pioneer. She was the first person to win two Nobel
Prizes and the first woman to become a professor at
the University of Paris. She is also an inspiration to
young women who are interested in science all over
the world.
Check your Progress
Ask Ss to assess their own performance in the unit
by ticking the boxes according to how competent
they feel for each of the listed activities.
End of the lesson. “Comments” method is used to find out was Ss use their stickers to write about today’s lesson. Feedback: Student’s Book
the lesson clear or not. Use the stickers. Commentaries, wishes.

Reflection
“Good job!


10 min. sentence.
finish the lesson.

Module 2 Natural Disasters

Introductory lessons
Date: Teacher name:
Learning objectives(s) that this 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
lesson is contributing to 10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics;
10.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar
topics;
10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics ;
10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;
10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of
familiar general and curricular topics;
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics;
10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of
prepositional and phrasal verb on a wide range of familiar general and curricular topics
use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation
use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation
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 Natural Disasters
Cross - curricular links Natural Disasters
Previous learning Natural Disasters
Beginning of the lesson Organization moment: Ss should continue saying good words, wishes to each After doing the actions T tries Envelop with shapes
other passing the string. to award active Ss.«The praise»


break down their shy habits. Well done!”

30 min
atmosphere.
Vocabulary OVER TO YOU! Feedback: Student’s Book

To personalise the topic
1 Ask Ss to close their books, then elicit answ( from
disasters various Ss around the class.
To present vocabulary for natural Suggested Answer Key “Good job!
In 2017, 1.2 million acres of land in Portugal wt burnt
• Play the recording with pauses because of forest fires.
Well done!”
for Ss to repeat chorally and/or individually. 33 men were trapped in a mine in Chile.
• Check Ss' pronunciation and Hurricane Katrina caused terrible flooding in Nt Orleans
intonation. and lots of people died.
To introduce new vocabulary; To In 2010, a volcano in Iceland erupted.

match vocabulary to pictures There was a terrible earthquake and a tsunami Japan in
• Give Ss time to complete 2011 and thousands of people died.
the sentences in pairs. Background information

• Check Ss' answers. The Atacama Desert is in Chile in South America to the
Answer Key west of the Andes Mountains. It covers a 1000-km strip

1 burnt of land along the Pacific coast. It is said to be the driest
3 caused 5 hit place in the world.

2 rescued New Orleans is a large city in the state of Louisiana, in
4 erupted the south of the USA. It has a population of 1.2 million

• Ask Ss to look at the pictures A- people and covers 9,726 square km. It is famous for its
E and then match the disasters in Ex. 1 to them. jazz music, its cuisine and its festivals, especially Mardi
• Check Ss' answers. Gras. Iceland is an island country in the North Atlantic
Ocean. It is part of Europe and the capital city is

b) To discuss feelings related to natural
Reykjavik. It has a population of about 330,000 people.
disasters
It is famous for its volcanoes and glaciers. Japan is an
• Ask Ss to talk in pairs about what
island country in East Asia in the Pacific Ocean. It is
they know about the disasters and how they
also known as the Land of the Rising Sun. The capital
made them feel and how they think the people
city is Tokyo and the population is 127 million people.
involved felt.
• Monitor the activity around the
class and then ask some pairs to share their
answers with the rest of the class.
I heard about the earthquake and tsunami in
2011. I felt very sad for the people who died
and the survivors who lost their loved ones and
their homes. I think the people in Japan also
felt very sad.
3 To listen for gist
• Explain the task and play the
recording.
• Ss listen and match the extracts to
two of t pictures.
Answer Key
Extract 1 - D Extract 2 - В
• Play the video for Ss and elicit
their comment

Reflection
“Good job!


10 min.
sentence.
the lesson.
Date: Teacher name:
Learning objectives(s) that this lesson 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
topics;
unfamiliar topics;
listen and read for gist and for specific information

listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases
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
Value links
other passing the string. to award active Ss.«The

atmosphere.
30 min Vocabulary & Reading Answer Key Feedback: Student’s Book

1 a) fl) To present vocabulary related to 7 UNDERSEA
disasters CLOSED DOWN
• Elicit/Explain the meaning of 2 STRIKES “Good job!
the words/ phrases in the list. EVACUATED
• Explain the task and give Ss 3 WASHES AWAY
Well done!”
time to read and fill in the headlines. RUNNING WATER

• Play the recording. Ss listen FORCE
and check.
• Check Ss' answers around the
class. Elicit L1 translations for the headlines.
To activate vocabulary Speaking & Writing Feedback: Student’s Book

Refer Ss to the headlines and elicit answers from To consolidate information in a text
various Ss around the class. • Play the recording. Ss listen and read the
Suggested Answer Key text again.

“Good job!
In March 2011, an undersea earthquake struck off • Explain the situation and ask Ss think
the coast of Japan. Soon after, a 10-metre about the questions in the rubric. Well done!”
tsunami followed which washed away many • Give Ss time to write a few sentences
houses and cars. The force of the Japan quake using the headlines in Ex. 1a to help them.
was so big that it • Have Ss tell their partners and then ask
some Ss to share their answers with the class.
It was about a quarter to three and I was shopping. As I
was crossing the street, the ground suddenly began to
shake. I froze on the spot as I saw office workers
running out of their buildings and watched as the
buildings shook violently. People were screaming and
crying. To make matters worse, authorities announced a
tsunami was heading our way and ordered people to run
to high ground. There were frantic people everywhere
running up the hills. Once up on the hill, we watched as
a 10-metre-high tsunami crashed into the coast. It
washed away houses, cars and buildings.
moved the island by about 2.4 metres. Many nuclear
power stations in the areas where the quake struck had
to be closed down. Haifa million Japanese people
evacuated their houses and almost 1.4 million in total
were without running water.
(Aim To stimulate interest in the topic and read for
specific information
• Read the rubric aloud and elicit questions
from Ss around the class.
• Give Ss time to read the text and try to
answer their questions.
1 How strong was the earthquake? (It was a
magnitude 9 quake.)
2 How many people died? (Over 15,000
people died.)
3 How far inland did the tsunami reach? (It
reached 10 km inland.)
9 (Aim To write a short article
• Explain the task and give Ss time to write a
short article or assign the task as HW.
• Check Ss' answers by asking various Ss to
read out their articles to the class.
On 11th March, 2011, an undersea earthquake hit near
the northeastern coast of Japan. It was the most
powerful earthquake in Japan's history and it triggered a
devastating tsunami. Thousands of people died and the
coast of Japan was destroyed. Roads, buildings and
entire villages were swept away. The power of the 9
magnitude earthquake literally shook the Earth because
the planet moved on its axis. The effect of this is that
every day is now shorter by 1.8 milliseconds. It was a
devastating tragedy that will take the country many
years to recover from.
3 То read for cohesion and coherence b) Feedback: Student’s Book
• Explain the task and give Ss To listen for confirmation
time to complete it.
• Remind them to look at the Play the recording. Ss listen and check their answers.
“Good job!
key words before and after the gaps that will help 4 To consolidate new vocabulary
them find the missing sentences. • Explain the task to Ss and give them time Well done!”
Answer Key to complete it. Ss work in pairs.
1C 2 A 3 F 4 E 5 D • Check Ss' answers around the class.
• Refer Ss to the Check these Answer Key
words box and ask Ss to look them up in the triggered: started
Word List. partial: incomplete

• Play the video for Ss and frantic: panicked & frightened
elicit their comments. hurled: violently threw

stranded: unable to leave
swamp-like: very wet
crumbled: broken into small pieces
rubble: pieces of bricks, stones & other materials
clinging to: holding on tightly

Reflection
“Good job!


10 min.
sentence.
the lesson.
Date: Teacher name:
topics;
unfamiliar topics;

Beginning of the lesson Organization moment: Ss should continue saying good words, wishes to each After doing the actions T Envelop with shapes
other passing the string. tries to award active Ss.«The

each other. The aim: develop students speaking skills and helps to

30 min
atmosphere.
5 To revise compound adjectives Answer Key Feedback: Student’s Book

• Elicit how compound adjectives swamp-like 4-month-old
are formed (A compound adjective is formed when hard-working world-famous
two or more adjectives are joined together to modify “Good job!
the same noun.)
• Then give Ss time to find four
Well done!”
examples in the text.

• Refer Ss to the Grammar
Reference section for more details.
To practise compound adjectives To present/revise (to) infinitive/ -ing forms Feedback: Student’s Book
• Explain the task and give Ss • Explain/Elicit that the infinitive is
time to complete it. the ba: of all verbs. Explain/Elicit that we can
• Check Ss' answers. Elicit use or without the preposition to. Say then w the
“Good job!
sentences from various Ss around the class. board: / want to play football. I ca football.
Suggested Answer Key Explain/Elicit that we use to-inf after certain Well done!”
After the flood, many areas had a swamp-lit verbs such as would like, love, want, expect,
appearance. hope, offer, promise, decide and after be +
Tom is a hard-working man. adjective and wit and enough. Explain/Elicit

Jane took her 4-month-old baby to the docU George that we usi infinitive without to with modal
Clooney is a world-famous actor. verbs must, should, etc) and after the verbs le
make.
• Explain/Elicit that the -ing form is the form
that ends in -ing. Say then write or board: Swimming
is fun. Explain/Elicit tha can use the -ing form as a
noun. Say then \ on the board: / like running.
Explain/Elicit we use the -ing form with the verbs
like, I hate, dislike, enjoy, prefer.
• Explain the task and give Ss time to comp
it.
• Ask Ss to check their answers in the Gram/
Reference section.
Answer Key
1 driving 3 getting
5 repairing
2 to buy 4 leave
6 rescuing
To practise (to) infinitive/-/ng forms Answer Key Feedback: Student’s Book

• Explain the task and give Ss time to 1 a to stand (remember
comple it. b reading (fail to remember)
• Check Ss' answers. Then ask various Ss 2 a to buy (paused) b working (ceased)
“Good job!
to t( the class how the sentences' meanings differ. 3 a not moving (disappointment) b to inform
(remorse) Well done!”
4 a to stay (attempt) b using (experiment)
5 a to put (intention)
b going (has the meaning)
For Exs 8 8,9 see p. 22(T)

Reflection
“Good job!


10 min.
sentence.
the lesson.

Use of English 1b
Date: Teacher name:
topics;
unfamiliar topics;

lesson/Time
Beginning of the Organization moment: Ss should continue saying good words, wishes to After doing the actions T tries to Envelop with shapes
lesson each other passing the string. award active Ss.«The praise»
1.Greeting.
Be happy method is used to evaluate Ss with
Warming-up
2. Organization moment. Be healthy phrases like:
“Good job!
to each other. The aim: develop students speaking skills and
5 мин. helps to break down their shy habits. Well done!”
atmosphere.
30 min To present disasters Answer Key Feedback: Student’s Book

• Di rect Ss' attention1 influenced
to the by man 7 natural
disasters in the list. 8 influenced by man
• Play the recording. Ss listen and 9 natural
“Good job!
repeat chorally and/or individually. 4 influenced by man 10 natural
• Go through the list of5 disasters
influenced by man 11 influenced by manWell done!”
and elicit which ones are natural and which
6 influenced
ones by man 12 natural
are influenced by man.
Picture 1 - war Picture 3 - flood
• Then elicit which disasters are
shown in the pictures. Picture 2 - rail accident Picture 4 - earthquake
b) To match disasters to headlines To describe a picture Feedback: Student’s Book

• Give Ss time to complete the task. • Ss work in pairs and choose a
• Check Ss' answers. Ask Ss to give picture to describe to their partner.
justifications. • Monitor the activity around the

“Good job!
Answer Key class and then ask various Ss to describe the
A 1 (train) pictures. Well done!”

В 10 (tremors) Suggested Answer Key
C 8 (oil spill, coast) In picture 1, I can see five soldiers. They are
D 6 (aircraft) wearing army clothes. They are all wearing

E 4 (blast, chemical plant) gloves and hats. Four of them are looking
F 7 (hurricane) through binoculars and one person is writing on
G 3 (rising river waters) a piece of paper. There is a vehicle behind them.
H 2 (side of mountain collapses) I think it is a tank.

2 a) To listen for gist In picture 2, there is a large train engine. It is
Play the recording. Ss listen and match the black with a red front with the letters 'SP' in
descriptions to the pictures white. It has come off the tracks, but it hasn't
To prepare a news report fallen over. There are two men by the side of the
• Explain the task. If necessary, assign it as tracks. I think they are discussing what to do.
HW. You can photocopy the script for Ex. 8 for Ss In picture 3, there are a number of people
to use as a model but Ss' reports should be shorter. walking along a raised walkway which runs
• Ss work in pairs and prepare their news along a flooded street. The people are wearing
reports. boots and pulling small suitcases along so I

• Ask various Ss to read their reports to the think they are being evacuated from a flooded
class. town. Along the side of the street there are
Answer Key shops, but they are partly under the water.
A1 В3 C4 In picture 4, there is a rescue worker and a
D2 search and rescue dog. They are in a collapsed

building. I can see broken concrete walls. The
dog is looking into an area which has collapsed
and maybe it can smell a person trapped there.
The man is wearing safety gear. He is wearing
blue coveralls and a hard hat with a light on it.
з (Aim To read for gist
Ask Ss to read through the text quickly and then
elicit what it is about from Ss around the class.
Answer Key
The text is about floods in Kazakhstan.
Between 30th August and 16th September, 2017,
a massive hurricane caused catastrophic
damage in the Caribbean and the Florida Keys.
Hurricane Irma was a Category 5 hurricane
and one of the most destructive in US history.
Winds of 295 kmph swept through the Atlantic
causing widespread damage and considerable
loss of life. The president said everything
possible will be done to help survivors rebuild
their communities.
To read for cohesion and coherence
• Explain the task and give Ss time to
complete it.
• Remind them to look at the key words
before and after the gaps that will help them find
the missing sentences.
Answer Key
1 D 2 A 3 В 4 F SC
• Refer Ss to the Check these words box
and ask Ss to look them up in the Word List.
comments.

Reflection
“Good job!


10 min.
simple sentence.
finish the lesson.

Date: Teacher name:
Learning objectives(s) that this lesson 0.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;
is contributing to 10.1.5 - use feedback to set personal learning objectives;
10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics;
10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics;
10.5.8 - communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics
10.6.14 - use a variety of prepositional phrases before nouns and adjectives use a number of dependent prepositions following nouns and adjectives and a variety of
prepositions following verbs on a wide range of familiar general and curricular topics;
10.6.17 - use if / if only in third conditional structures
use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information
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
Beginning of the lesson Organization moment: Ss should continue saying good words, wishes to After doing the actions T Envelop with shapes
each other passing the string. tries to award active Ss.«The

each other. The aim: develop students speaking skills and
atmosphere.
30 min To consolidate new vocabulary Answer Key Feedback: Student’s Book

• Explain the task and give Ss time to 1 moving 5 flood “The praise” method CD disk
complete it. 2 heavy 6 higher
“Good job!
• Check Ss' answers and then ask various 3 emergency 7 power
Ss to use the phrases to talk about flooding in 4 recurring 8 public
Well done!”
Kazakhstan. Suggested Answer Key
Heavy rain and extreme weather causes recurring
floods in Kazakhstan. Flood damage and moving
floodwaters have affected residential areas, power
lines and public buildings
a) (Aim To practise prepositions & prepositional 7 To role-play giving and reacting to bad Feedback: Student’s Book
phrases news
• Explain the task and give Ss time to • Explain the task and ask two Ss to act out the
complete it. example exchange.
“Good job!
• Check Ss' answers. • Ss work in pairs and use the Useful Language in
• Ss work in pairs and use the Useful Language in the the box and the headlines in Ex. 1b to make Well done!”
box and the headlines in Ex. 1b to make exchanges. exchanges.
Suggested Answer Key Suggested Answer Key
A: You'll never guess what's happened! Violent A: You'll never guess what's happened! Violent
tremors have hit the capital city. tremors have hit the capital city.
B: Oh no! That's terrible! B: Oh no! That's terrible!
A: Did you see the news? There's been an oil spill off A: Did you see the news? There's been an oil spill
the coast. off the coast.
B: That's so depressing. B: That's so depressing.
A: Have you heard? There was a dangerous blast at A: Have you heard? There was a dangerous blast at
a chemical plant. a chemical plant.
B: Really? How horrible! B: Really? How horrible!
A: Guess what happened! Some buildings downtown A: Guess what happened! Some buildings
were damaged by a hurricane. downtown were damaged by a hurricane.
В: I don't believe it. В: I don't believe it.
A: Look at this! Rising river waters have closed A: Look at this! Rising river waters have closed
roads. roads.
B: It's awful, isn't it? B: It's awful, isn't it?
A: Did you hear about the side of a mountain that A: Did you hear about the side of a mountain that
collapsed onto some homes? collapsed onto some homes?
B: Oh no! That's awful! B: Oh no! That's awful!
Listening • To listen to for specific
information information Explain the task and ask Ss to read the
sentences 1-5 and underline the key words.
• Explain the task and ask Ss to read the • Elicit what the radio news report
sentences 1-5 and underline the key words. will be about (a train crash and a flood). Play the
• Elicit what the radio news report will recording. Ss listen and tick the sentences as true or
be about (a train crash and a flood). Play the false.
recording. Ss listen and tick the sentences as true or • Check Ss' answers. You can
false. play the recording again with pauses for Ss to
• Check Ss' answers. You can play the check their answers.
recording again with pauses for Ss to check their Answer Key
answers. IF 2T3T4F5F
Answer Key To discuss solutions to help people affected by a
IF 2T3T4F5F flood
Answer Key • Explain the task and divide the class
1 to 2 to 3 from 4 for 5 with into small groups.
1 To practise prepositional phrases • Give Ss time to discuss solutions to a
Ask various Ss to use the phrases in Ex. 6a to talk about flood from the perspective of the emergency
the natural disasters in Ex. 1a. services.
Suggested Answer Key • Monitor the activity around the class
The war led to a huge loss of life. and then ask some groups to share their ideas with
People who live close to snowy mountains are more the class.
likely to experience avalanches. Suggested Answer Key
The shutters protect their home from storm damage. A: I would call out the coast guard to rescue people
Wars and natural disasters are responsible for a huge from their homes where the streets are flooded.
loss of life. B: Good idea. I think we should also take food and
They dealt with the livestock by moving them to higher fresh water to people who are safe but unable to
ground during the flood. leave their homes due to the floodwaters.
C: Yes, I agree. Also, we should set up a rescue
centre for people who have been made homeless, as
well as a shelter where they can sleep and get a hot
meal.
For Ex. 9 see p. 24(T)
End of the lesson. “Comments” method is used to find out was the lesson Ss use their stickers to write about today’s lesson. Feedback: Student’s Book
clear or not. Use the stickers. Commentaries, wishes.

Reflection
“Good job!


10 min.
simple sentence.
finish the lesson.


Everyday English 1d
Date: Teacher name:
listen and read for gist, pronounce the /oo/ sound

listen and read for gist, pronounce /oo/ sound, role play a dialogue
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


atmosphere.
30 min To talk about floods/share a To listen and read for specific information Feedback: Student’s Book
personal experience • Ask Ss to guess which actions people
Give Ss time to think about their answers to should do and when in a flood.
the questions and then ask various Ss to share • Play the recording. Ss listen and read the
their answers/personal experiences with the text and find out if their guesses were correct. “Good job!
class. (Ss' own answers) Answer Key
1 a) [Aim To identify a text type You should turn off the electricity supply before a flood.
Well done!”
• Direct Ss' attention to the You should wear protective clothing and move to higher
text and elicit what type it is and its purpose. ground during a flood. You should not walk through
• Ask various Ss to tell the moving water or drive in flooded areas during a flood.
class. • Explain the task and give Ss time to
Answer Key complete it by thinking of an appropriate word for each
The text is a leaflet. Its purpose it to educate. gap
Suggested Answer Key • Remind them to look at the key words

I have (not) seen a similar one before and after the gaps that will help them.
before. Answer Key
b) [Aim] To listen and read for specific 1 where 5 from 9
information out
• Ask Ss to guess which 2 as 6 to 10
actions people should do and when in a flood. to

• Play the recording. Ss listen and 3 your 7 what 11
read the text and find out if their guesses were before
correct. 4 off 8 can 12

it
Refer Ss to the Check these words box and ask Listening & Speaking Feedback: Student’s Book
Ss to look them up in the Word List. information
Play the video for Ss and elicit their comments
To consolidate vocabulary and • Ask Ss to read the questions and the
“Good job!
information in a text answer choices.
• Explain the task and give Ss • Play the recording. Ss listen and choose Well done!”
time to read the sentences and look through the their answers according to what they hear.
text again to find the words/phrases to • Check Ss' answers around the class.
complete them. Answer Key
• Check Ss' answers. 1C 2 8 3В4A5C6В
Answer Key
1 emergency kit
2 protective clothing
3 electricity and water supplies
4 flood barriers/defences
5 floodwaters
6 flood updates
7 high ground
8 electrical equipment
End of the lesson. “Comments” method is used to find out was Ss use their stickers to write about today’s lesson. Feedback: Student’s Book
the lesson clear or not. Use the stickers. Commentaries, wishes.

Reflection
“Good job!


10 min.
sentence.
the lesson.
Date: Teacher name:
listen and read for gist, for specific information

listen and read for gist, read for specific information, compare buildings
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
lesson/Time

1.Greeting.
Warming-up
Whole class Teacher gives strings students to say warm words to Save your family
“Good job!
each other. The aim: develop students speaking skills and helps
5 мин. to break down their shy habits. Well done!”
atmosphere.
30 min To consolidate information in a listening task Suggested Answer Key Feedback: Student’s Book
Ask various Ss to tell the class what they have learnt I learnt that it's important to have an emergency
about earthquake safety. supply kit with bottled water, tinned food, a first aid
kit, a torch and a battery-powered radio. I also learnt “Good job!
that you should write down your contact names and
Well done!”
numbers. Not only that, it's much safer to stay inside
the house and go under a table or stand in a doorway
away from heavy furniture than to go outside. I also
learnt that if you happen to be outside when the
earthquake happens, you should try to stay in an open
place away from trees and buildings.
Speaking Ex. 2. Feedback: Student’s Book

Aim] To role-play making suggestions and • Ask various Ss to present their leaflet to
agreeing/disagreeing the class.
• Explain the task and ask two Ss to act Suggested Answer Key
“Good job!
out the example exchange. Always be prepared
• Ss work in pairs and use the Useful • Have a torch with batteries handy. Well done!”
Language in the box and the earthquake safety tips in • Have a battery-operated radio available.
Ex. 5 to make exchanges. • Have a first-aid kit handy.
Suggested Answer Key ... you should stay inside the Before a hurricane
house and go under a table or stand in a doorway away • Use storm shutters or board all
from heavy furniture rather than to go outside. windows securely.
B: That sounds great. If you are outside, though, you • Protect outward doors.
should try to stay in an open place away from trees and • Check that oil and gas stoves are in
buildings. working order; replenish stock of fuel.
Writing • Store all garden tools and furniture
• Explain the task and give Ss time to look inside if possible.
for information on the Internet about ways to prevent During a hurricane
damage in a natural disaster. • If you are evacuating, leave early so that not
• Ss may work individually or in small stranded by flooded roads, fallen tree and traffic jams.
groups and then use their information to prepare a Make sure you have enoi in your vehicle.
leaflet similar to the one in • If there is a lull after the ‘eye' of the sti passed,
• stay in place, except to make em repairs. The wind
may return suddenly w. greater strength.
• Rely ONLY on official bulletins from radic do
not use the telephone.

After a hurricane
• Assist in search and rescue.
• Seek medical attention for persons injuret
• Clean up debris and do temporary repairs.
• Report damage to the authorities.
Assist in road clearance.
End of the lesson. “Comments” method is used to find out was the lesson Ss use their stickers to write about today’s lesson. Feedback: Student’s Book
clear or not. Use the stickers. Commentaries, wishes.

Reflection
“Good job!


10 min.
sentence.
finish the lesson.

Date: Teacher name:
Learning objectives(s) that this lesson is 10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;
contributing to 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;
10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general
and curricular topics;
10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range
listen and read for gist, read for specific information

listen and read for gist, read for specific information, prepare a poster on how to make a positive change to the world
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
lesson/Time
Beginning of the Organization moment: Ss should continue saying good words, wishes After doing the actions T tries to Envelop with shapes
lesson to each other passing the string. award active Ss.«The praise»
1.Greeting.
Be happy method is used to evaluate Ss with
Warming-up
2. Organization moment. Be healthy phrases like:
“Good job!
5 мин. helps to break down their shy habits. Well done!”
atmosphere.
30 min To introduce the topic and predict the content Answer Key Feedback: Student’s Book
of the text 1 a story
Writing 2 readers of a travel magazine
1 [Aim) To analyse a rubric 3 about a nasty holiday experience

“Good job!
• Ask Ss to read through the rubric and look 4 between 120-180 words
at the key words in bold and answer the first-person narrative Well done!”
questions.
• Explain to Ss that it is very important to
read the rubric carefully so that they include all
the points mentioned.
To analyse a model story 2 The climax event is when the Feedback: Student’s Book
• Ask Ss to read the Writing Tip. train started rocking dangerously from side
• Read the rubric aloud, give Ss time to read to side and people started screaming.
the model story and answer the questions. 3 In the end, the train slowed
“Good job!
• Check Ss' answers. down and pulled into the next station.
Answer Key 4 The characters felt relieved that Well done!”

1 The writer sets the scene by introducing the no one was injured.
main characters (himself and his friend James), з To put events in a story in order
saying where and when they were (travelling • Explain the task to Ss and give them
across the USA during a summer holiday), and time to re-read the text and complete the task.
what they were doing (taking a journey on a • In pairs, have Ss compare their
steam train). answers.

BACKGROUND INFORMATION • Check Ss' answers around the class.
The Bahamas is a country made up of 29 Answer Key

islands. It is located in the Atlantic Ocean A3 Cl E
to the southeast of the USA off the coast 2 G6
of Florida. The capital city is Nassau and В7 D5 F
the population is around 330,000 people. 4 H8
It is a popular tourist destination. 1 To identify adjectives in a story
Miami is a large city in the state of • Ss do the task.
Florida in the southeast United States. • Check Ss' answers.
The population is 5.5 million people and Answer Key
the city is an important commercial, terrifying 2 smooth 3 screechin
entertainment and cultural centre.
The Gulf of Mexico is an ocean basin
surrounded on three sides by land between
Mexico, the USA and Cuba. It is around
1,300 kilometres across and the deepest
part is 4,384 metres. It is an important
ecosystem and was badly damaged by the
Deepwater Horizon oil spill in 2010.
The Mississippi River is the biggest river
system in the USA. It is 3,730 km long and
crosses 10 states. The Mississippi River Delta
drains into the Gulf of Mexico.
Lake Pontchartrain is not actually a
lake, it is an estuary in southeast
Louisiana. It is 1,600 km2 in area and
averages 3 to 4 metres in depth.
End of the lesson. “Comments” method is used to find out was the Ss use their stickers to write about today’s Feedback: Student’s Book
lesson clear or not. Use the stickers. lesson. Commentaries, wishes.

Reflection
“Good job!


10 min.
simple sentence.
Differentiation:«Conclusion» method is used
to finish the lesson.

Date: Teacher name:
read for gist, read for specific information

read for gist, read for specific information and write an essay following the plan given
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
Beginning of the lesson Organization moment: Ss should continue saying good words, wishes to After doing the actions T tries to Envelop with shapes
each other passing the string. award active Ss.«The praise»

atmosphere.
30 min 5 To identify adverbs in a story Answer Key Feedback: Student’s Book
Elicit the adverbs in the story that describe the 1.slowly

verbs in the list from Ss around the class. 3 dangerously
5 anxiously
“Good job!
2. frantically
4 quickly Well done!”
To practise using adjectives and adverbs in Ex. 2. (who = my friend James and I, where = Feedback: Student’s Book
• Explain the task. Elicit which of the words in travel across the USA, when = summer)
the list are adjectives/adverbs. • Explain the task and give Ss time to
• Explain that we use intensifiers (usu adverbs) complete it.
“Good job!
to emphasise adjectives. Intensifiers include: • Check Ss' answers around the class.
really, quite, completely, extremely, absolutely, Suggested Answer Key Well done!”
incredibly, etc. Steve could never expect his weekend trip would
• Ss do the task. Check Ss' answers. end like this. Last Saturday afternoon, Steve and
Answer Key his friends were enjoying themselves in their
1 deafening (adv), violently (adv). sailing boat. Suddenly, the sky went dark and the
2 absolutely (adv), massive (adj), wind began to blow hard. Huge waves hit their
rapidly (adv) boat and Steve and his friends felt frightened.
3 Dark (adj), heavy (adj) 9 due! To predict the content of a stc and
4 carefully (adv) practise sequence of events; to listen foi sequence
Answer Key of events
A 3 a huge wave hit the jeep В 1 the characters put • Direct Ss' attention to the pictures and s
their surfboards in theJ C 4 the emergency services what each one shows and ask Ss to decid which
rescued them D 2 they went to the beach, there order they go.
were < clouds and the wind was strong • Play the recording. Ss listen and check.
10 fAim) To write a story Answer Key
• Explain the task and give Ss time to A 3 a huge wave hit the jeep В 1 the characters put
write t story using the plan and their answers to E> their surfboards in theJ C 4 the emergency services
Then ask various Ss to read their stories alou rescued them D 2 they went to the beach, there
• Remind Ss to use a variety of were < clouds and the wind was strong
adjectives adverbs. 10 To write a story
• Alternatively, assign the task as HW • Explain the task and give Ss time to
and ch Ss' answers in the next lesson. write t story using the plan and their answers to E>
Answer Key Then ask various Ss to read their stories alou
Adverb used as an intensifier: absolutely • Remind Ss to use a variety of
Other intensifiers: amazingly, entirely, remarkably, adjectives adverbs.
totally Alternatively, assign the task as HW and ch Ss'
To practise using linkers that show sequence of answers in the next lesson.
events Suggested Answer Key
• Explain the task to Ss and give them A Nasty Experience
time to complete it. It was a lovely sunny day in August. Jim and three
• Check answers around the class. friends decided to go surfing at a sandy be that
Answer Key they knew about 20 miles away.
1 As soon as 4 Suddenly After they had loaded their surfboards in the bad
2 Eventually 5 and Jim's jeep, they clambered inside and set off hapf.
3 While 6 Before At first, the sun was shining brightly but by the ti
To understand how to set the scene they got to the beach, dark clouds began to app in
• Ask Ss to read through the Study the sky. The wind started blowing hard and sea
Skills box. was full of big white waves. Excited rather tl
• Ask Ss to say how the writer sets the disappointed by the change in the weather, Jim dn
scene in the story onto the beach and parked on the sand.
The four friends were about to get out of the ji and
get their surfing gear when, all of a sudden huge
wave smashed against the side of the vehi and
overturned it. They knew they had to get ( quickly
before another wave struck. Harry manat to open a
door. "This way, hurry!" he shout Unluckily,
Max's seatbelt was stuck. The bt screamed
frantically as they tried to release hi Eventually,
they managed, but not before the jt was half full of
water!
Jim phoned the emergency services and before lo
they were towing the jeep out of the wat Everyone
sighed with relief. It had been a na: experience but
at least they were safe.

Reflection “The praise” method CD disk
Individual work: Aim:To know how many Ss got the theme. “Good job!
10 min. Efficiency:learn to comment somebody using Well done!”
simple sentence.
finish the lesson.
Date: Teacher name:

lesson/Time

1.Greeting.
Warming-up
“Good job!
atmosphere.
30 min To listen and read for gist Answer Key Feedback: Student’s Book
• Ask Ss to look at the picture and answer the Hurricane Katrina has seriously affected New Orleans.
question. A lot of people lost their homes and many others lost
• Play the recording. Ss listen and follow the their lives.
“Good job!
text in their books.
• Ss check their answers. Well done!”
To read for key information To personalise a situation Feedback: Student’s Book

• Go through the subheadings A-G and
elicit/ explain any unknown words. Give Ss time Explain the task and ask various Ss to use the phrases in
to do the task. Ex. 4 to narrate their experience to the class.
“Good job!
Check Ss' answers. Ask Ss to justify their Suggested Answer Key
answers We heard about the tropical storm, but when the mayor Well done!”
declared a state of emergency, we knew we had to
Answer Key evacuate the city. The city is below sea level and the
1 E birth of storm - storm formed risk of flooding is too great. When the eye of the storm
2 В gathering strength - became stronger missed the city, some people relaxed and thought it
3 A surrounded/water - river on two sides, would be OK. We didn't. We thought it would be best
lake/north, most of city below sea level to leave and stay in temporary shelter until the danger
4 G awful situation - left city/temporary passed. We watched the scenes on television and saw
shelters, the waters rise. People were begging for help and
begging for help, suffering from looting struggling to cope. We stayed away until the army had
5 F help at last - eventually, moved into, get pumped the water out of the city. After that we went
food, pumped last of water back to help rebuild the city, including our own house.
6 D moving on - slow recovery To describe a national disaster; to compare and contrast
• Refer Ss to the Check these words box and disasters
ask Ss to look them up in the Word List. • Explain the task and ask Ss to work in small
• Play the video for Ss and elicit their groups and look up information on the Internet.
comments. • Ask various Ss to compare their disaster with the

To consolidate new vocabulary New Orleans disaster.
• Ask Ss to read the text again and give them • Check Ss' answers.
time to match the words accordingly. Suggested Answer Key

• Check Ss' answers. In April, 2017, terrible floods happened in the areas of
Akmola, Aktobe, East Kazakhstan, Zhambyl,
evacuating: sending people to a place of safety Karaganda, Kostanay and North Kazakhstan.
under threat: in danger 7,115 people were evacuated and at least 70 people had
came ashore: moved from the sea to land to be rescued from flood water. Around 1,500 homes
smashed: broke have been damaged, as well as some public buildings
the elderly: old people including a school.
begging: asking anxiously The disaster is different to that of New Orleans because
looting: stealing it was on a much smaller scale. Fewer people were

cope: manage affected and there was less damage.
4 To consolidate new vocabulary For Background Information see p. 28(T)
Give Ss time to complete the task, then check Ss'

answers.
Answer Key
tropical 5 level 9
declare 6 shelters 10
7 rise 11
threat 8 beg 12

Reflection
“Good job!


10 min.
sentence.
the lesson.
Date: Teacher name:


atmosphere.
30 min To introduce the topic and read for specific Suggested Answer Key Feedback: Student’s Book
information I know that tsunamis are huge waves that can cause
Elicit what Ss know about tsunamis. terrible damage to coastal areas.
“Good job!
Well done!”
• Ask Ss to write down three questions Suggested Answer Key Feedback: Student’s Book
they would like to ask on the topic. 1 Why do they happen ? (They are usually
• Play the recording. Ss listen and follow caused by an undersea earthquake.)
the text in their books and see if they can answer 2 Why is there sometimes more than one at a
“Good job!
the questions. time? (There are often other waves following a tsunami
because of the ripple effect.) Well done!”
How destructive can a tsunami get? (It can cause the loss of life,
flatten buildings and trees and destroy whole ecosystems.)
2 To read for key information Feedback: Student’s Book

• Ask Ss to read the subheadings A-G 6 You can drive in a flooded area. (F - You
and then give them time to read the text and car swept away.)
complete the task. 7 Hurricane Katrina had winds of over 270

“Good job!
• Check Ss' answers. Ask Ss to justify krr:
their answers. (T) Well done!”

Answer Key 8 A tsunami has only one wave. (F - There
1 G undersea/underwater are of’ other waves behind it that can be just as big.)
2 E move suddenly Answer Key
3 В the water ripples 1 volcanic eruption 4 shore,
4 C wave moves, hit shore/strong and inland, p:
fast tide 2 tectonic plates 5 flatten

5 F slowly get smaller 3 pebble, scale
6 D powerful force, loss of life • Give Ss time to prepare their answers anc
• Refer Ss to the Check these words box their partners.
and ask Ss to look them up in the Word List. • Check Ss' answers by asking various pairs
• Play the video for Ss and elicit their tc the class.
comments. Suggested Answer Key
з To read for key information I have learnt what causes a tsunami.
Give Ss time to complete the task and then check Not all tsunamis are giant waves, some are sr tides.
Ss' answers. An undersea earthquake usually happens on a h line.
Extra Activity Suggested Answer Key from p. I didn't know there were underwater volcanoes
32(T) Suggested Answer Key

1 Eyjafjallajdkull erupted in 2011. (F -
2010)
2 Forest fires destroyed 1.2 million
acres of land in Spain in 2017. (F - Portugal)
3 Floods happen often in Kazakhstan.
(T)
4 The River Ishim is in Astana. (T)
5 New Orleans has recovered from
Hurricane Katrina. (F - It's making a slow
recovery.)

Reflection
“Good job!


10 min.
sentence.
the lesson.
Date: Teacher name:
is contributing to 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;
10.5.5 - develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and
curricular topics;
familiar general and curricular topics
use some language from the module to express views and pose some relevant activity accurately
use a range of language from the module to express views and pose a range of relevant activity accurately
use a wide range of language from the module to express views and pose a range of relevant activity accurately
lesson/Time

1.Greeting.
Warming-up
“Good job!
atmosphere.
30 min To present and practise phrasal verbs Answer Key Feedback: Student’s Book
with back, call and carry away 3 on 5 off
• Go through the list of out 4 up 6 out
phrasal verbs and their definitions and

“Good job!
elicit an example for each one from
various Ss around the class using their Well done!”
dictionaries to help them if necessary.
• Give Ss time to complete
the task and then check Ss' answers.
To practise prepositional phrases To revise vocabulary from the module Feedback:

• Explain the task and Give Ss time to complete the task and then check Ss'
“The praise” method
give Ss time to complete it and then answers.
check Ss' answers. Answer Key 6 emergency
“Good job!
• Ask Ss to start a 1 tectonic
Prepositions Section in their 2 barrier 7 environmental Well done!”
notebooks and use it to list words that 3 nuclear 8 sea
go with prepositions in alphabetical 4 volcanic 9 take
order. 5 relief 10 struck
• Ask Ss to revise this
section regularly as this will help Further Practice - Quiz
them use the English language in a consolidate information in the
natural way. • Make photocopies of the quiz.
Answer Key • Give Ss time to complete the quiz,
1 at 2 to 3 in 4 in 5 for looking back through the module if necessary.
To consolidate words which are • Check Ss' answers.
often confused Quiz
Explain the task and give Ss time to Mark the sentences T (true) or F (false). Correct the
complete it and then check Ss' false sentences.
answers. 1 The tsunami in Japan was caused by a
Answer Key magnitude 7 earthquake.
1 2 The dam in Astana was built in 2010.
3 blocked 3 A baby boy became famous after surviving
reached the earthquake in Japan.
2 4 Hurricane Katrina hit New Orleans in 2005.
ke 5 Mudslides in Kazakhstan can
rose happen after high temperatures.
Note: 6 Lake Pontchartrain is in the north
• keep sb alive of New Orleans.
• rise - rose - risen: 7 Floods cause tsunamis.
intransitive verb - doesn't take an 8 Hurricane Katrina started as a
object, raise - raised - raised: tropical storm.
transitive verb - takes an object; (raise Answer Key
your hand) arise - arose - arisen (for 1 F (magnitude 9)
problems, difficulties, etc.) 2 T
• arrive in a big city, arrive at 3 F (baby girl)
a small area (village) 4 T
To form compound adjectives 5 T
• Read the theory box 6 T
and the examples aloud and then 7 F (Undersea earthquakes, undersea
explain the task. landslides
• Give Ss time to and underwater volcanoes cause them.)
complete the task. T
Answer Key
1
er-
thought-
man-
2
-
thirty-
Extra Activity Listening Feedback:

To create a quiz 2 To listen for specific information (multiple matching)
• Ask Ss to read through • Ask Ss to read the headings A-F.
“The praise” method
Module 2 and write a quiz of their own. • Play the recording. Ss listen and match
“Good job!
• Ss can prepare their them to the speakers accordingly.
quizzes alone or in groups (in class or at • Check Ss' answers. Well done!”
home). Ask Ss to go through the module Answer Key
and compile their quizzes. 1C 2D 3 E 4 F 5 A
• Ask Ss to exchange their • Explain the task.
quizzes, do them, and then check their • Ss complete the task.
answers. • Check Ss' answers.
For Suggested Answer Key see p. 31(T) 1 burst 7 declared
To read for specific information 2 ensure 8 avoided
• Give Ss time to read the 3 encountered 9 struck
text again and complete the task. 3 To consolidate grammar from the module
• Check Ss' answers. Ask • Explain the task.
Ss to justify their answers. • Ss complete the task.
Answer Key • Check Ss' answers.
1 A He can't stay this dose Answer Key
for too long because 1 to keep
the gases and acids will destroy his 3 moving 5 Having
camera ... (para 2) 2 to crawl
2 C It takes a lot of 4 to volunteer 6 to bring
patience ... (para 3) 4 To consolidate prepositional phrases from the
3 D ...the volcano was module
throwing out rocks the • Explain the task.
size of cars, so for most of the time he • Ss complete the task.
was sheltering behind a large boulder! • Check Ss' answers.
(para 4) Answer Key
4 В ... but that doesn't stop 1 into 2 with 3 off 4 away 5 to
him from taking 5 To match exchanges
precautions because this is a job where • Explain the task.
safety is a priority, (para 5) • Ss complete the task.
5 D As Martin admits, • Check Ss' answers.
"One has to know when Answer Key
it's safe to come near and when it is a IE 2C3В4D5A
matter of survival to stay away ..." (para 6 To practise word formation
5) .
Answer Key
1 tropical 3 recovery 5 residential
2 powerful 4 aftershocks
End of the lesson. “Comments” method is used to find out Ss use their stickers to write about today’s lesson. Whiteboard
was the lesson clear or not. Use the Commentaries, wishes.

Feedback: Pupils Book
stickers.
Reflection
“The praise” method stickers
Individual work:
“Good job!
10 min. sentence.
Well done!”
the lesson.

10 класс Action поурочки

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Module 1 Science and scientific phenomena

LESSON: Module 1 Lesson 1 School:

Date: Teacher name:

CLASS: Number present: absent:

Lesson objectives All learners will be able to:

Value links 1 Science and scientific phenomena

Cross - curricular links Global issues

ICT skills Using videos& pictures, working with URLs

Previous learning 1 Science and scientific phenomena

Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources

kite surfing, sky diving, etc). freezing cold); Health Issues

such as: “Good job!

character • Refer Ss to the Grammar Reference such as: “Good job!

10 min. Green- I understood like:

Differentiation: «Conclusion» method is used to

LESSON: Module 1 Lesson 2 School:

Date: Teacher name:

CLASS: Number present: absent:

Lesson objectives All learners will be able to:

listen and read for gist and for specific information

Value links 1 Science and scientific phenomena

Cross - curricular links 1 Science and scientific phenomena

ICT skills Using videos& pictures, working with URLs

Previous learning 1 Science and scientific phenomena

Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources

the back of the chair for each S and ask them to

To introduce the topic Vocabulary Feedback: Student’s Book

30 min To match scientists to their Answer Key Feedback: Student’s Book

asks Ss to stick their stickers to the Success according to the lesson

Yellow-I have some questions

Red-I need a help.

Efficiency: Well done! Brilliant! Good job! I like

Differentiation: «Conclusion» method is used

to finish the lesson.

LESSON: Module 1 Lesson 3 School:

Date: Teacher name:

CLASS: Number present: absent:

Lesson objectives All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Cross - curricular links 1 Science and scientific phenomena

ICT skills Using videos& pictures, working with URLs

Previous learning 1 Science and scientific phenomena

Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources

the back of the chair for each S and ask them to

To practise collocations Genetically-modified food Designer babies\ Suggested Answer Key

To practise comparative and superlative forms of To personalise the topic

lesson clear or not. Use the stickers. Commentaries, wishes.

Aim:To know how many Ss got the theme.

Efficiency:learn to comment somebody using

Differentiation:«Conclusion» method is used to

finish the lesson.

LESSON: Module 1 Lesson 4 School:

Date: Teacher name:

CLASS: Number present: absent:

Lesson objectives All learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Cross - curricular links 1 Science and scientific phenomena

ICT skills Using videos& pictures, working with URLs

Previous learning 1 Science and scientific phenomena

Part of the Teacher’s activity Student’s activity Assessment Resources

lesson other passing the string. to award active Ss.«The

Efficiency:By passing the string Ss feel good

• Check Ss' answers. ask Ss to look them up in the Word List.