11 класс 3 четверть

LESSON 49 School: Stavropolka Secondary School
Unit 5: Work and inventions

Date: Teacher name: Rogova V.V.
Grade: 11 Number present: Number absent:
Theme of the lesson: Investigating the world of work.
The world of work
Learning objectives 11.C8 - develop intercultural awareness through reading and
discussion
11.S2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general and
curricular topics, including some unfamiliar topics
11.S7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics
Lesson objectives All learners will be able to:
 Guess and define some of the topic-specific words.
 Describe the most popular types of jobs in Kazakhstan.
Most learners will be able to:
 Guess and define most of the topic-specific words.
 Identify the main jobs of the 21 century and its peculiarities.
Some learners will be able to:
 Guess and define most of the topic-specific words creatively.
 Describe the wishes to choose a profession for life and suitable
to the requirements of the 21 century.
Previous lesson Unit revision
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS Slide (useful
5 min phrases)
Lead-in.
Ask students to brainstorm different Students
professions. answer
• Then ask:
• What are the most popular types of
jobs in Kazakhstan?
• Have you already thought about
your future profession?
• Would you like to be a doctor, a
teacher or follow the steps of your
parents?
Middle Exercise 1 -2 page 44. Students Mutual Presentation
30 min Focus attention on the headline 21 decide which avaluation
century working and explain the professions
differences and demands of of demands
professions of centuries. Ask they prefer
students to decide which professions Video and
of demands they prefer. Which jobs images
will be the most of (the two largest Handouts
sections at the top) and least of (the with task
smallest section at the bottom)?
Students give Verbal
Exercise 2 p. 44. definitions evaluation
Focus attention on the names of and examples
professions. Check meaning and from the text,
pronunciation. Check answers as a complete the
class. information.
Exercise 3 p.44.
Focus attention on the importance of Students fill Individual
the jobs. Fill in a table: in a table avaluation
The most interesting
job:
A job for life
A job on demand
A well – paid job
Boring job
Exercise 4 page 44.

In groups, students listen to 4 people Students
talking about their jobs. Match the match the
speaker to a job and add some speaker to a
information about it. job and add
Ask: Would you prefer to be…? some
Why? / Why not? information
about it.
End REFLECTION Self-
5 min At the end of the lesson, learners assessment
reflect on their learning:
- What has been learned
- What remained unclear
- What is necessary to work on
Home task: WB p.44 w.
Ask students: What have you learned
today? What can you do now? And
elicit answers: I can talk about 21
century working.
Saying goodbye
The world of work
Learning objectives 11.L.2 - understand specific information in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics
11.S.6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics
11.R.6 - navigate talk and modify language through paraphrase and
List out the names of various jobs of the 21 century from the most to
least interesting.
Recognize main information why people need to choose the profession
in demand, challenging and well – paid.
Identify and use defining relative clauses to describe a job.
Identify specific information why people need to choose the profession
in demand, challenging and well – paid.
Interpret the information why people prefer a successful online
business’s nutritional needs change through different life stages while
listening.
Make thoughtful recommendations how to choose a job for life.
Previous lesson Investigating the world of work
Plan
Beginin The lesson greeting. Slide (useful
g The teacher sets the lesson objectives, phrases)
5 min letting students know what to
anticipate from the lesson.
Lead-in.
Ask students to listen to the song “A Students do A song “A
Hard Day's Night” of a group “The the task and Hard Day's
Beatles” ignoring the missing words. speak about Night”
Check meaning and pronunciation. the main idea
Do people have such problems of the song.
nowadays?
Middle Consolidation of the active Students Mutual Presentation
30 min vocabulary: describe one avaluation Video and
Ex.1 p.44 Workbook. In pairs of these jobs images
describe one of these jobs, pay
attention to advantages and
disadvantages.
Exercise 5 page 45. (Audio 2.15) Students Individual
Go through the sentences together match each avaluation
and check comprehension. Then ask speaker with
students to underline key words. a sentence
Play the recording for students to
match each speaker with a sentence.
Check answers as a class.
Exercise 7 page 45. Students Verbal Handouts
Discussion of the text. While reading, discuss the evaluation with task
put the verbs from Ex.5 in a correct text CD.2.15
grammar tense.
Why did this company gain
popularity?
Exercise 8 page 45. Students Individual
In pairs, students answer the answer the avaluation
questions using defining relative questions
clauses, vocabulary and grammar using
from the lesson. Monitor and help defining
where necessary. Elicit responses and relative
encourage discussion if there is clauses,
disagreement. vocabulary
Extra activity. and grammar
Ask students to work in pairs to Mutual
produce a poster related to the world Students avaluation
of work and promote the 21 century produce a A poster
working. Tell them to include at least poster related
five useful tips. to the world
Display the posters on the wall and of work and
have a class vote on the most promote the
attractive one and the most useful 21 century
one. working.

5 min Ask students: What have you learned assessment
today? What can you do now?
And elicit answers: I can talk
Home task:. “Building a successful
brand” (essay).
Saying goodbye
Reported speech
Learning objectives 11.R.1 - understand complex and abstract main points in extended
texts on a wide range of familiar and unfamiliar general and
curricular topics
11.UE.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and curricular
topics
11.W.3 - write with grammatical accuracy on a wide range of general
and curricular topics
 Recognize and report what people have said and asked with
support.
 Identify and use Reported speech with minimal support.
 Demonstrate correct use of changes in Reported speech without
support.
Plan
Begining The lesson greeting. Slide
5 min The teacher sets the lesson (useful
objectives, letting students know phrases)
what to anticipate from the lesson.
Brainstorming. Comment a quote: Student Quote on

“Choose a job you love, and you choose a job the screen
will never have to work a day in you love, and
your life." you will
Discuss in pairs. Speak about the never have to
job of parents. Would you like to work a day
follow your parent’s step of being in your life
a…?
Lead-in.
Exercise 1 – 3 page 46.
Direct Speech – Indirect speech or
Reported speech
Middle Exercise 4 page 46. Students Individual
30 min Ask students to rewrite the sentences rewrite the avaluation
into Reported Speech using tables if sentences Presentation
they forget the rules. Check answers into Reported
as a class. Speech using
The Consolidation of Reported tables if they
Questions. forget the
Reported questions are one form of rules.
Reported speech.
direct question
reported question Students Verbal Handouts
She said: "Are you cold. learn the evaluation with task
She asked me if I was cold?" grammar
He said: "Where's my pen was. theme
He asked where his pen?"
We usually introduce reported
questions with the verb"ask":
He asked (me) if/whether...
(YES/NO questions) He asked
(me)
hy/when/where/what/how...
(Question-word questions).
As with reported statements,
we may need to change
pronouns and tense
(backshift) as well as time
and place in reported
questions.
But we also need to change the
word order. After we report a
question, it is no longer a question
(and in writing there is no question
mark). The word order is like that
of a normal statement (subject-verb-
object). Mutual
Ex.5 – 6 p.46 Work in groups. Students avaluation
The leaders of the group make a
present a rule with an example. sentence by
A competition: “The best in the theme and
Grammar”. The winner is a group take the
which hasn’t done any mistakes and competition
hasn’t asked for help.
elicit answers: I can understand how
to change direct speech into indirect
or reported speech.
Home task: WB p.45
Saying goodbye

Urban legends
Learning objectives 11.C.9 - use imagination to express thoughts, ideas, experiences and
feelings
11.S.7 - use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics
11.L.2 - understand specific information in unsupported extended
talk on a wide range of general and curricular topics, including talk
on a growing range of unfamiliar topics
11.L.4 - understand implied meaning in unsupported extended talk on
a wide range of general and curricular topics, including talk on a
increase awareness of their attitude toward urban stories and legends.
use skills such as brainstorming, discussion to gather information.
practice expressing personal attitudes toward the topic.
Plan
Begining GREETINGS
5 min The lesson greeting.
The teacher sets the lesson objectives,
letting students know what to
Lead-in.
Do you enjoy watching scary films or Students
reading horror stories? Ex.1 p.47 answer
Middle Give the definition to “urban Students Presentation
30 min legend”. Give the Verbal
An urban legend, urban myth, definition to evaluation
urban tale, or contemporary “urban
legend is a genre of folklore legend”.
comprising stories circulated as true,
especially as having happened to a
friend or family member, often with
horrifying or humorous elements.
These legends can be entertainment,
but often concern mysterious peril or Video and
troubling events, such as images
disappearances and strange objects.
They may also be confirmation of
moral standards, or reflect prejudices,
or be a way to make sense of societal
anxieties.
Listen to the story and fill in a Mutual

table. Students avaluation
listen again
and write
down the
words that
make the text Handouts
emotional. with task
Did you like the story? Listen again

and write down the words that make Individual
the text emotional. Students find avaluation
Ex.3 p.47. Find extra adjectives. extra
sarcastic adjectives
enthusiastic
patient
nervous Students do
Pay attention to the rule: the tasks
Intonation and meaning.
Ex.4 p.47. Copy the intonation. Ex.5 Students
p.47. Match with the rule. make a
Ex.6 p.47. Listen and choose the conclusion
correct meaning. Ex.7 p.47. Listen about urban
and choose the correct answer. Pair stories.
work.
Check: 1c, 2a, 3b, 4 c, 5b.
elicit answers: I can understand how
to change direct speech into indirect
or reported speech.
Home task: WB p.46
Saying goodbye

Theme of the lesson: Considering success in business
Reporting verbs
Learning objectives 11.C.1 - use speaking and listening skills to solve problems creatively
and cooperatively in groups
11.L.4 - understand implied meaning in unsupported extended talk on a
wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics
11.R.3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
11.W.8 - communicate and respond to news and feelings in
correspondence through a variety of functions on a wide range of
11.UE.5 - use a range of transitive and intransitive verb
topics
Recognize and report what people have said in a variety of ways.
Identify and use Reported speech in different structures with minimal
support.
Demonstrate correct usage of different structures of Reported speech
without support.
Plan
Lead-in.
Elicit the information that can be Students discuss
given to the public. Is all the Pictures
information we get true to the fact? PPT
What was the last news you have
received?
Comment: No news is good news.
Middle Exercise 1 page 48. Students describe Mutual Presentation
30 min In pairs, students describe the photo the photo and avaluation
and answer the questions. Ask a answer the
few students for their ideas. questions
Exercise 2 page 48. Handouts
Go through the Listening Strategy with task
together and elicit the reporting
verbs.
Ex.3 p.48. Use the reporting Students use the Individual
verbs: admit, announce, deny, reporting verbs avaluation
explain, insist, promise.
2. Dan explained to Mia that he
was late because he had missed the
bus.
Students listen Verbal
Ex.4 p.48. Listen and complete the and complete the evaluation
sentences with the reporting verbs. sentences with
Make a self – evaluation. the reporting
verbs
Pair work: Ex.5 Individual
Listen and report the direct speech. Students listen avaluation
Do not forget the rule about other and report the
reporting structures. direct speech
Extra activity
Ask students to write a short Students write a
paragraph beginning: My doctor short paragraph
advised me to start doing more
exercise, so …
Students compare their paragraphs
in pairs.
Give examples to reporting verbs.
5 min Students express their attitude to assessment
the lesson and give self- assessment
using the method: “Six thinking
hats”:
Green: How can you use today's
learning in different subjects?
Red: How do you feel about your
work today?
White: What have you leant today?
Black: What were the weaknesses
of your work?
Blue: How much progress have you
made in this lesson? (Now I can, I
still need to work on, I've improved
in, today I learnt...)
Yellow: What did you like about
today's lesson?
Home task: WB p.46
Saying goodbye

Theme of the lesson: Considering success in business
Nouns and dependent prepositions
feelings;
general and curricular topics;
11.R.1 - understand complex and abstract main points in extended texts
on a wide range of familiar and unfamiliar general and curricular
topics;
11. UE.1 - use a variety of pre- and post- modifying noun structures on
a wide range of general and curricular topics.
Identify the theme, active words and use them as the basis for
discussion.
Demonstrate knowledge for usage of the Nouns and dependent
prepositions, making stories using this grammar material
tenses.Transfer
information from the given information into a graphic organizer.
Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about
hoax as a problem.
Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
Make a topic about true and false events; use the dependent
prepositions with nouns correctly.
Previous lesson Considering success in business
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining Class organisation Slide
5 min The lesson greeting. (useful
Lead-in. Students phrases)
Exercise 1 page 49. look at the
Ask students to look at the photo and photo and Pictures
answer the question. How do you answer the
think these images were made? question.
Middle Exercise 2 page 49. Students PPT
30 min Ask students to read the article and read the Mutual
discuss the problem of hoaxes. article and avaluation
What’s real? What’s a fake? discuss the
problem of
Discuss the problem in groups. hoaxes
Group work: Identify if it is true or Students Presentation
fake: discuss Individual
avaluation
This photograph appears as an

obvious hoax, most likely created
with a computer imaging program.
World renowned tsunami expert,
George Curtis, has confirmed that no
such event has ever happened.
Furthermore, tsunami waves in
modern history have not been that
high and tsunami waves are unlikely
to break as pictured.
Exercise 3 p.49
Go through the Learn this! box
together and then ask students to find
Students find Verbal
the nouns in Ex.2. Which prepositions
the nouns evaluation
are they followed by?
Addiction to, demand for, difference
between, evidence of, existence of,
increase in, interest in, need for,
obsession with.
Exercise 4 – 5 p.49
Students complete the sentences and
Students
then match them with a rule in the
complete the
Learn this! box. Check answers as a
sentences and
class.
then match
Exercise 6 p. 49.
them with a
In pairs, students play the game with
rule
prepositions. They should think of
reasons to justify their ideas. Monitor
and check the use of the nouns with Students play
dependent prepositions. Elicit a few the game
opinions form the class. with
prepositions.
5 min Ask students: assessment
What have you learned today?
What can you do now?
Home task: WB p.48
Saying goodbye

Theme of the lesson: Comparing, analyzing and ranking inventions.
Design your own invention
Media wars
and cooperatively in groups;
11.C.7 - develop and sustain a consistent argument when speaking or
writing
11.S.3 - explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics;
11. S.7 - use appropriate subject-specific vocabulary and syntax to talk
topics.
Increase awareness of their attitude toward the topic of media wars.
Use skills such as brainstorming, discussion to gather information.
Practice expressing personal attitudes toward the topic.
Previous lesson Considering success in business
Plan
Begining The lesson greeting
5 min The teacher sets the lesson objectives,
Lead-in.
Focus attention on the photo p.50 and
ask: What’s happening?
What is media? Have you seen this
film?
Middle Exercise 1 p.50 Students Mutual Slide (useful
30 min In pairs, students answer the answer the avaluation phrases)
questions. questions
Ask a few students to share their Presentation
opinion on the topic. Then elicit some Individual Video and
responses to question 2. If students avaluation images
are not sure about this, mention that…
Found this to be a really interesting
concept. Verbal
The insight into politics mixed with evaluation
some fantastic, over the top characters
makes for a great comedy. Lots of
laughs, some of which are completely
relatable, such as people trying to put
a positive spin in just about
everything, which is what tends to
happen in politics. We see both sides
of this and can understand both. And
of course Alex Jones fans are going to
love it! The pace is great, as is the
story line. This is a series with great
potential and I hope that it continues
to live up to that standard.
To practise active vocabulary Students Individual

Explain the task Study Strategy and complete the avaluation
read the example aloud. task
Ss complete the task.
Check Ss’ answers.
Ex.3 – 4 p.50
While-reading stage.
The teacher informs the class that they
will be participating in the contest
about the words and the process of
writing successfully. Speak about two
main characters and the problem.
Ex.5 p.50 The acts of deception. Students
Ex.6 p.50 Find phrasal verbs present the
according to the definition. opinion of the
Conclusion. members
Group work – In 5 minutes present about
the opinion of the members about traditional Mutual
traditional press and social media. press and avaluation
Exercise 7 page 50. social media.
In pairs, students ask and answer the
questions, giving reasons and Students ask
examples. Monitor and help where and answer
necessary. the questions
5 min What have you learned today? What assessment
can you do now? And elicit answers: I
can use phrasal verbs and linking
words to speak about the topic.
Home task: WB p.49.
Saying goodbye

Presentation
11.L.7 - understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and curricular
topics, including some unfamiliar topics;
11. S.4 - evaluate and comment on the views of others in a growing
variety of talk contexts on a wide range of general and curricular
topics, including some unfamiliar topics.
Discuss the link between technology and crime using active
vocabulary.
Provide a point of view in conversations and discussions; speak about
the role of social media towards crime.
Make a presentation about technology and crime and after respond to
and discuss the reading passage using interpretive, evaluative and
creative thinking skills.
Previous lesson Comparing, analyzing and ranking inventions.
Plan
timings activities
The teacher sets the lesson

objectives, letting students know
Lead-in.
Write social media, modern
technology and new kinds of crime. Students Verbal
How are these words connected? answer evaluation
Middle Exercise 2 page 52 Students Pictures

30 min The class is divided into 2 groups. chooses the Mutual
Each group chooses the article and article and avaluation PPT
gives a short commentary on it. gives a short
How did Facebook catch commentary
criminals? on it
Elicit some answers.
Exercise 3 page 52 Students focus Individual Video and
Focus attention on the article and images
attention on avaluation
express your opinion.
the article and
express your
opinion.
Verbal Handouts
Ex.4 p.52 with task
Students fill evaluation
Fill in a table while listening again.
in a table
while listening
again
Speaking Activity: Students
How can a mobile phone lead to discussion
crime and be used to fight crime?
“Caught on camera” – read and
express your opinion.
End REFLECTION Self- Writing
5 min What have you learned today? assessment Worksheet
And elicit answers: I can react to an
article about social media against
crimes.
I can have a debate about social
media, crime and modern
technology.
Home task: SB.Ex.5 p.52 (orally).
WB p.50
Saying goodbye

Learning objectives 11.L.2 - understand specific information in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
general and curricular topics, including some unfamiliar topics
11.UE.14 -use a growing variety of more complex prepositional
phrases including those relating to concession and respect use a variety
of multi- word verbs of different syntactic types on a wide range of
Lesson objectives Identify the position of speakers in an extended talk with some support
Express thoughts about the given topic in the conversations
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Plan
Begining The lesson greeting.
Middle Listening. Students listen https://

Teacher may choose either one or two to text, Individual learnenglisht
30 min tasks to do in a class. It depends on complete the avaluation eens.britishc
the level of the learners and time. gaps with the ouncil.org/
skills/
correct word
listening/
Link for listening: upper-
Task 1. A. Listen to text, complete intermediate-
the gaps with the correct word. b2-
The organisation Tourism Australia is listening/best
offering six jobs, for six . -job-world
If you want one of these jobs, you
have to make a short .
The job of outback adventurer is for
someone with a passion for life.
Job number two is a park in
Queensland.
The wildlife caretaker job on
Kangaroo Island is for someone who
loves .
If you’re not an outdoor person, the
next job is for someone whose talents
are in .
The taste master will need to about
food as well as enjoy eating it.
The final job is based in .
Students Mutual
Task 1.B. Listen to the text and put follow the avaluation
the job requirements with the instruction
correct job. (write only letters)
write, take photographs and make
films Verbal
help preserve and promote plants, evaluation
animals, fossils and indigenous
culture
work with some dangerous animals
work with the organisers of festivals
find the best places for “wining and
dining”
learn how to make alcoholic drinks
work in a state with the world’s
biggest sand island
use social media to tell people about
cool events
find adventures and employment for
young people on working holidays
travel in a hot air balloon and be
prepared to eat insects!
use different types of transport and
leave only footprints l. report on
cafés, concerts and days out Students
answer the
Speaking questions
Task. Answer the questions while
speaking. Provide explanation to your
answer. You should speak at least 2
minutes.
5 min What have you learned today? assessment
And elicit answers: I can react to an
article about social media against
crimes.
I can have a debate about social
media, crime and modern technology.
Home task: SB.Ex.5 p.52 (orally).
WB p.50
Saying goodbye

Theme of the lesson: Unit revision
Learning objectives 11.C.7 - develop and sustain a consistent argument when speaking or
writing;
11.R.2 - understand specific information and detail in extended texts on
a wide range of familiar and unfamiliar general and curricular topics;
11.W.4 - use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
11.S.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
topics.
Increase awareness of their attitude toward telling a lie, especially
white
lie.
Plan
Lead-in.
Ask: Has anyone heard about “white
lie” Brainstorm lie and white lie and
write them on the board.
Middle What does the phrase white lie mean? Students Mutual Presentation
30 min M-W defines “white lie” as “a lie discuss avaluation
about a small or unimportant matter
that someone tells to avoid hurting
another person.” That's similar to the
American Heritage definition: “An
often trivial, diplomatic or well-
intentioned untruth.”
White lies and black lies: images
What they have in common and
how they differ. Black lies, or telling
a lie to gain a personal benefit, are
universally condemned. In contrast,
white lies, or telling a lie to please
another person, are seen as an
innocent part of everyday interactions.
Exercise 1 page 53
In pairs, students discuss the meaning students Individual Handouts
of a white lie and give some discuss the avaluation with task
examples. Elicit a few ideas. Example meaning of a
Sentences white lie and
Telling your friend that you like their give some Verbal
new haircut, when you really don't, is examples evaluation
an example of a white lie.
Sometimes it is better to tell a white
lie than to hurt someone's feelings.
You should not be worried about your
son's white lie.
Sometime, even a white lie may
disturb your married life.
Sara's white lie led an innocent young
man to his death.
Americans believe a white lie — an
acceptable stretching of truth's limits.
Many times a white lie can seem the
ideal tool to keep the things around
you balanced. Source: theidioms.com
Exercise 2 page 53
Go through the text together. Did the
narrator tell a white lie? Give the
reasons. Mind the structure of the
story.
Exercise 6 p.53 Students think Writing
Think about an occasion when telling only about the Worksheet
a white lie caused a problem. In pairs introduction
think only about the introduction.
Choose the narrator. Use one nominal
clause and time expressions.
today? What have you understood
about white lie? Can it cause a
problem?
Home task: WB. Ex. 3 p.51, SB.Ex.8
p.53w
Saying goodbye

Unit 6: STEM
Theme of the lesson: Intelligent energy storage
feelings 11.L.1- understand the main points in unsupported extended
talk on a wide range of general and curricular topics, including talk on
a growing range of unfamiliar topics
11.S.2 - ask and respond with appropriate syntax and vocabulary to
curricular topics, including some unfamiliar topics
11.R.7 - recognise patterns of development in lengthy texts [inter-
paragraph level] on a range of more complex and abstract general and
curricular topics
Increase awareness of their attitude toward types of energy and
intelligent energy storage.
Plan
5 min The teacher sets the lesson
what to anticipate from the lesson. In pairs, students
Lead-in. answer the
Write a word “energy” and ask questions
students to give associations with
it.
Middle Exercise 2 page 54. Presentation
30 min
Go through the task together. Students match

Elicit ideas about the types of the types with Individual
energy, matches the types with photos and speak avaluation
photos and speak about them in about them in
brief. brief
. Mutual
Exercises 4 - 5 page 55 Students to listen avaluation
Ask students to listen to the expert to the expert
talking about energy efficiency talking about
and check the answers. Describe a energy efficiency
type of energy. and check the
answers
Exercise 6 p.55 Verbal Video and
Allow students time to read the Students read the evaluation images
text “Intelligent energy storage” text “Intelligent
and complete the text with the energy storage”
words. Monitor and help where and complete the
necessary. text with the
Speak about the importance of words
energy. How is electricity stored?
Mutual Handouts
Exercise 7 p.55 avaluation with task
Go through the task together. Students up with
Allow students time to come up ideas and fill in
with ideas and fill in new words. new words
With a weaker class, brainstorm
ideas together and write them on
the board, e.g. electricity is
stored….
Revision of Grammar:
Non- defining relative clauses. Students make a
Ex.8 Listen and write down extra sentence more
information to make a sentence detailed.
more detailed.
Group work: How can people Students discuss

store excess energy and use it
effectively at school or at home?
Present your ideas to the class.
5 min Ask students: What have you assessment
learned today? What can you do
now? And elicit answers: I can
make a report about storing
energy.
Home task: SB.Ex.9 p.55w
Saying goodbye

Unit 6: STEM
Learning objectives 11.S.2 - ask and respond with appropriate syntax and vocabulary to
curricular topics, including some unfamiliar topics;
11. UE.5 - use a range of transitive and intransitive verb
topics.
Increase awareness of their attitude toward types of enrgy and its
qualities.
Previous lesson Intelligent energy storage
Plan
timings activities
5 min The teacher sets the lesson objectives, (useful
letting students know what to phrases)
anticipate from the lesson. Pictures
PPT
Name the words related to this theme.

Lead-in.
E – energy,
N-
E-
R-
G-
Y-
Make a cinquain with the word Students Individual Cinquain
“energy”. make a avaluation
A cinquain consists of 5 unrhymed cinquain with
lines. the word
Each line has a set number of “energy”.
syllables see below: Line 1 – 2
syllables
Line 2 – 4 Syllables
Line 4 – 8 syllables
Middle The consolidation of active Students Individual Writing
30 min vocabulary: choose the avaluation Worksheet
Ex. 1 – 2 p.54 matching exercise cards and (new
filling in a type of energy. make a short words)
You can use a Venn diagram to presentation
present your theme. about 2 types
of energy
There are different kinds of energy
and energy comes from different Students Verbal
sources. speak about evaluation
One type of energy is kinetic (ki-ne- the forms of
tic) energy and one type of energy is energy.
potential energy.
Kinetic energy is energy that is in
motion. A ball bouncing is using
kinetic energy.
Potential energy is stored energy. A
ball that is sitting at the top of a hill
has potential energy.
When you are sitting at your desk
with your hands on your desk, your
hands have potential energy. When
you raise your hand or move your
hand to write, your hand has kinetic
energy.
Ex.3 p.54 Read and discuss the text:
“Kazakhstan 2050”. Make a brief
comment to the article. Students Mutual
discuss avaluation
Do you remember any facts about
energy storage system? Before
discussion, do Ex. 4 p.54 (new
words).
Home task: WB p.54, learn new
words and its definitions.
Saying goodbye

Unit 6: STEM
Learning objectives 11.C.10 - use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world;
11.R.6 - recognise the attitude, opinion or tone of the writer in
extended texts on a range of more complex and abstract general and
curricular topics;
11.S.4 - evaluate and comment on the views of others in a growing
11. UE.6 - use a growing variety of impersonal and cleft structures on a
wide range of general and curricular topics.
Identify the theme, active words and use them as the basis for
discussion.
Demonstrate knowledge for usage of the Second and third conditional,
making stories using this grammar material. Transfer information
from
the given information into a graphic organizer.
Provide a point of view in conversations and discussions.
Make a topic about past events and memories.
Plan
timings activities
letting students know what to phrases)
Lead-in.
The students are going to listen to the Students
song” If I had a million dollars” and listen to the
find sentences with Conditional II. song and
Conditionals If clause Main clause find
sentences Pictures
Zero conditional If + Present Simple with PPT
Present Simple Conditional
Conditional I If + Present Simple
Will (shall) + Infinitive
Conditional II If + Past Simple Would

( could)+ Infinitive
Conditional III If + Past Perfect

Would(could) have + Participle II
Middle Exercise 1 p. 56 Tell students they Students read Mutual Presentation

30 min read the article from the forum and the article avaluation
match the views with the global from the
issues. Check answers as a class. forum and
Disease famine global warming match the
nuclear weapons views with Video and
Give your examples connected with the global images
condition II and a global issue. issues
What is the differences between
Second and third Conditional
sentences.
Group work: Read the Learn this and Students read Individual Posters
make a poster of conditionals. and make a avaluation
poster of
conditionals
Ex.3 p.56 Rewrite the sentences using
the II or III conditional sentences, do Students Verbal
not change the meaning. rewrite the evaluation Handouts
E.g. If I hadn’t broken my old glasses, sentences with task
I wouldn’t have bought some new using the II
ones. or III
I wouldn’t have bought some new conditional
glasses if I hadn’t broken my old sentences
ones.
Do not forget about a comma: If … ,
Students
Exercises: 4,5p.56. Students complete the
complete the sentences. Check sentences.
answers as a class.
Students
Exercise 6 p.56 Students make up make up their
their own sentences in pairs. Then, own
ask a few students to read the sentences
sentences.
Home task: WB p.55
Saying goodbye

Unit 6: STEM
feelings; 11.L.1- understand the main points in unsupported extended
talk on a wide range of general and curricular topics, including talk on
a growing range of unfamiliar topics;
11.S.2 - ask and respond with appropriate syntax and vocabulary to
curricular topics, including some unfamiliar topics;
11. R.7 - recognise patterns of development in lengthy texts [inter-
curricular topics.
Increase awareness of their attitude toward hashtag activism.
Plan
timings activities
Begining The lesson greeting. Pictures
5 min The teacher sets the lesson objectives, PPT
Lead-in.
Tell the students: Do you have any Students do
idea what the hashtag activism is? Do the task
we have this movement in
Kazakhstan? Then try to use your
mobile phones to give a definition to
hashtag activism.
Given students 1-2 minutes, then elicit
ideas from the class.
Middle Exercise 1 p.57 Students read Mutual Presentation
30 min Ask students to read the slogans the slogans avaluation
quickly and decide what they are quickly and
about. Elicit some opinions and decide what
reasons. they are
Occupy Wall street, protest about about
social and economic inequality,
protests against violence towards
black people… Verbal Video and
Hashtag activism – give a definition Students evaluation images
to it: Hashtag activism is a term discuss
coined by media outlets which refers Handouts
to the use of Twitter's hashtags for with task
Internet activism.
Hashtag activism is a way to expand
the usage of communication and make
it democratic in a way that everyone
has a way to express their opinions.
Drawing on the insights of network
theory, the article proposes a model of
“networked activism” that would help
ensure both deep participation and
broad mobilization by encouraging
the formation of highly participatory
small groups while providing
opportunities for those small groups
to connect with one another.
What is the most tweeted hashtag?

Think of hashtags as a way to
connect social media content to a
specific topic, event, theme or
conversation. They also make it easier
to discover posts around those
specific topics, because hashtags
aggregate all social media content
with that same hashtag. ... Hashtags
are effective on other social media
platforms too. Mutual
Students read avaluation
Ex.2 p.57 Read and discuss: and discuss
What are positive sides of hashtag
activism in this text?
Students Individual
Exercise 7 p.57 match the avaluation
In pairs, students match the speakers speakers with
with sentences A – E. Monitor and sentences
help where necessary.
elicit answers: I can use the
information made by hashtag
activists.
Home task: WB p.56.
Saying goodbye

Unit 6: STEM
11.S.1 - use formal and informal language registers in talk on a range
of general and curricular topics, including some unfamiliar topics;
topics.
Identify the theme, new words and use them as the basis for discussion.
Demonstrate knowledge for usage of mixed conditionals in the text.
Transfer information from the given information into a graphic
organizer.
Provide a point of view in conversations and discussions; describe the
plot of the story using active vocabulary and studied grammar.
Make a presentation about the Red nose day and Mixed conditionals.
Plan
timings activities
Begining GREETINGS
Lead-in.
You know 4 types of conditionals. Students Verbal
There is one more type in discuss evaluation
Grammar. It’s Mixed conditionals.
Look at the scheme and find the
difference:
When we talk about an imaginary or
hypothetical situation, we sometimes
need to use a nixed conditional
structure. There are two types of
nixed conditionals. Students
Structure study the
Third second mixed conditionals If I had grammar
(+ past participle)
..., I would (+ infinitive) ...
Instead of would, we can use could or
might.
Second third mixed conditionals
If I did ..., I would have (+ past participle) ...
Instead of would, we can use could or might.
Yesterday I went to bed early. I am not tired
today. If I had gone to bed late, I'd be tired
today.
What would you have done if you were me?
If it wasn't so cold in this country, we could
have gone out yesterday.
Middle Simon woke up early and is very sleepy Students Mutual
now. If he (not/wake up) early, he (Not/be) complete the avaluation
20 min
sleepy now.
sentences
I am at home now because it started raining.
If it (not/start) raining, I (be) out. below with a
The Spanish team didn't train well at all, so third second
they are not champions. If they (train) well, mixed
they (be) champions. conditional.
I lost my job, so I need to look for work.
If I (not/lose) my job, I (Not/need) to look
for work.
James won the lottery, so he doesn't need a
job now. He (need) a job if he (not/win) the
lottery.
Alan had a serious argument with his friend
Paul. They are no longer friends. If Alan
(not/argue) with Paul, they (still/be) friends
now.
II. Discussion of the text “Red nose Students take Individual

day|”. Do people in Kazakhstan a piece of avaluation
have the similar event? Was it a paper, answer
protest? the question
Find examples of mixed
conditionals in Ex.1 p.58.

elicit answers: I can
understand how to use mixed
conditionals.
Home task: WB p.57
Saying goodbye

Unit 6: STEM
Theme of the lesson: Discussing controversial issues.
Analysing academic language
Verb patterns
11.R.6 - recognise the attitude, opinion or tone of the writer in
extended texts on a range of more complex and abstract general and
curricular topics;
11.S.1 - use formal and informal language registers in talk on a range
topics.
Increase awareness of their attitude toward the theme.
Use skills such as brainstorming, discussion to gather information and
identify a verb pattern correctly.
Practice expressing personal attitudes and knowledge toward the topic.
Plan
timings activities
Begining GREETINGS
Lead-in. Students Verbal

Listen to Gerund & Infinitive song discuss evaluation
and write down verb patterns. What
rules do you remember?
Discuss with your partner.
Middle Exercise 1 p.59

30 min Focus attention on the photo and think Students to Mutual
about the title. Ask students to read read the text avaluation
the text and answer the question. and answer
the question
Find verb patterns
Infinitive Gerund/ Ving Students Individual

form complete the avaluation
table
Exercise 2 page 59
Ask students to read and find the Students read
examples with the rules in the Learn and find the
this! Box. Check answers as a class. examples
Then ask students to find examples with the rules
for each rule in the text of Ex.1
Exercise 3 page 59
Students choose the correct options. Students
They can refer to the Learn this! box choose the
if necessary. Check answers as a correct
class. Do not forget about the options
descriptor: To identify a verb pattern
correctly: Score – 6.
Exercise 4 - 5 page 59 Students

Go through the Learn this! Box choose the
together. Then ask students to choose correct
the correct options to complete the options to
text. Check answers as a class. Each complete the
student does the activity individually. text

5 min Place a check mark beside the skills assessment
you demonstrate in your role.
I listen attentively to others.

I express my thinking clearly and
concisely.
I take turns. I encourage participation
of all group members. I show respect
for alternative points of view.
I disagree agreeably.
I synthesize information from others. I
analyze ideas of others.
Home task: WB p.58
Saying goodbye

Unit 6: STEM
Making a difference
Learning objectives 11.S.6 - navigate talk and modify language through paraphrase and
curricular topics;
11. UE.13 - use a variety of dependent prepositions with less common
nouns, adjectives and verbs on a wide range of general and curricular
topics.
Increase awareness of their attitude toward the topic; stimulate the roles
of organizers and other citizens taking action to resolve issues at the
local, state, and national levels.
Use skills such as brainstorming, discussion to gather information,
stimulate the roles of organizers and other citizens taking action to
resolve issues at the local, state, and national levels.
Demonstrate ways that individuals and groups can influence
government and society.
Recognize the value and effect of various civic engagement activities,
practice expressing personal attitudes toward the topic.
Previous lesson Discussing controversial issues. Analysing academic language
Plan
Begining GREETINGS Slide
letting students know what to anticipate phrases)
from the lesson.
Lead-in.
Begin the lesson by asking students Students
showing a Brain POP movie to the follow the
whole class (or more than one movie insrtruction
depending on your time) featuring an
activist, such as Cesar Chavez, Mahatma
Gandhi, Malala, Martin Luther King, Jr., Pictures
Malcolm X, Rachel Carson, Wangari PPT
Maathai, and Brown Vs. Board of
Education.
After the movie(s), ask students how the
featured person made a difference in
their community, country, or world.
Making a difference – Comment these
words. Whiteboar
d
Middle Exercise 1 page 60. Students Mutual Presentation
30 min How can young people make a speak about avaluation
difference? people who
Look at the pictures and think about have
problems that are touched? Check changed the
answers as a class. Then ask students to world even
speak about people who have changed a little
the world even a little.
Exercise 2 page 60. Reading activity. Students Individual

Students are divided into 3 groups. Each have to avaluation Video and
group has to choose the articles choose the images
randomly and speak about the problems. articles
If it is not difficult, they can prepare a randomly
commentary of their own article. and speak
about the
Through literature, music, writing, and problems
art this unit offers many classroom-
friendly service opportunities in order to Students Verbal Handouts
help each individual determine what role play in evaluation with task
or roles they can play in helping to helping to
create a beautiful community in which create a
to live. beautiful
Describe a picture community
in which to
live
What are the children doing?

5 min What have you learned today? What can assessment
you do now?
Home task: Learn phrasal verbs and
make sentences with them.WB p.59.
Saying goodbye

Unit 6: STEM
Collaborative task
feelings;
11.L.7 - understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and curricular
11. S.4 - evaluate and comment on the views of others in a growing
topics, including some unfamiliar topics.
Develop their listening skills for gist and specific information in the
context of talking about collaborative task.
Recognize and use key phrases for talking about working together.
Create their own dialogues based on the given situations. Use skills
such as brainstorming, discussion to gather information.
Perform situations talking about collaborative task.
Plan
timings activities
5 min The teacher sets the lesson objectives, Projector
Lead-in.What is a collaborative
task?
An assignment in which one or more Students Verbal
students must work together to discuss evaluation
contribute to and complete a common
product; a single grade is assessed for
the entire group.
What is the purpose of
collaborative learning?
Collaborative learning makes
students with different backgrounds,
race, or upbringing, to work together.
They are able to hear different
opinions
and learn more about different
cultures. The collaborative learning
methodology is ideal for children that
have difficulties in a social setting.
Exercise 1 page 62. Students do

Focus attention on the photos. Elicit a the tsk
few ideas about the connection
between Greenpeace and WWF.
Middle Exercise 2 page 62. Students Mutual
30 min Students describe the problems and describe the avaluation Handouts
solutions together. Check answers as a problems and with task
class. solutions
together
Exercise 3 page 62.
Go through the reading task together. Students Individual
Organize a group of 5 students. Fill in Discusses avaluation
18 key phrases. Do not forget about questions and
the descriptors. Check answers as a answers
class. the questions.
Descriptor. A learner:
gives an appropriate answer.
uses appropriate subject-specific
vocabulary while speaking.
Students Verbal Project
Listening task: Two students do the make a evaluation tasks
task together. What is the purpose of conclusion
their task? about
What do they do to solve a problem of collaborative
the climate change? tasks in your
The second group also does the class. What
collaborative task. Listen to them and activities can
add the information about their ways you do?
of solving a problem.
Ex.7 p.62 Key – phrases. Listen and
tick the phrases the students use.

elicit answers: I can understand the
role of the collaborative work…
Home task: WB. p.60
Saying goodbye

Unit 6: STEM
A report
11.S.5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics;
11.W.1 - plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics;
To understand how to write coherent paragraphs according to a given
pattern;
To know about how to give relevant and practical suggestions
according to diagram;
To practice how to sum up ideas for conclusion part.
To identify the focused and targeted feedback given by teacher;
To understand more about the use of phrases by doing an online
activity.
Plan
timings activities
Lead-in.
A teacher asks students to explain a Students Individual
word “Report”. make a avaluation
cluster of this
word.
Middle Exercise 1 page 71. Students Mutual Handouts

30 min Your recommendations: Taking the follow the avaluation with task
different views of local people and instruction
visitors we came to the conclusion
that…
Students read the article and think
about advantages and disadvantages
of banning traffic from town centres.
Teacher will
Tell them the use of reporting verbs how to Students look Individual
integrate the ideas. A list of commonly used at key avaluation
reporting verbs is provided to learn by heart.
phrases and
States Claims Describes Shows Maintains
Suggests Highlights Defines plan and
Tell students the use of linguistic features speak about
associated with genre and to building up the structure
knowledge about the use of modal verbs of a report.
(can, could, may, might and should, must)
Tell them the adjustment of adverbs (first of
all, secondly, possibly, probably)
Tell them the use of conjunctions
( therefore, moreover, however)
Ex. 2 – 4 p.63 Group work.
Students will work individually
Teacher will ask to underline all
reporting verbs and modal verbs and Read a report
conjunctions on the reports to know of Ex.4 and
the appropriate function and usage of express your
verbs and do an activity. opinion asan
Each student will construct an expert.
independent report and submit it to
the teacher for evaluation.
Conclusion.
1: it is that drug abuse is a Verbal
widespread phenomenon. (Stated, claimed, Students evaluation
suggested) choose the
2: It is that drug users are serious
correct word
threat to society as they are the cause mass
crimes in society. (Claimed, described, suggested on
defined) the right to
3: This report the causes and effects of drug complete the
menace along with suggestions. (Outline, sentence
address, list).
If it’s difficult to write a report,
choose one part of it. Do this task in
groups or in pairs.
5 min What have you learned today? What assessment
can you do now?
Home task: WB p.61.
Saying goodbye
Unit 6: STEM
Theme of the lesson: Unit revision
Learning objectives 11.R.3 - skim a range of lengthy texts with speed to identify content
curricular topics;
11.W.1 - plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics
11.W.6 - write coherently at text level using a variety of connectors on
a wide range of familiar general and curricular topics ;
11. UE.8 - use a wide variety of future forms, including future perfect
forms on a wide range of general and curricular topics.
Lesson objectives Form ideas effectively and demonstrate the ability to express them
clearly.
Find particular facts and parts in reading passage.
Organize sentences, paragraphs and ideas logically using a variety of
linking devices.
Identify and use punctuation in the sentences properly.
Use a wide variety of future forms, including future perfect forms to
write a report.
Plan
timings activities
Begining GREETINGS
Middle Reading
30 min Read the article about a science Students Individual
competition. Six sentences have been read the avaluation
removed from the article. Choose the article
best answers (A–H) to complete the and choose
article. There are two extra sentences. the best
1. In particular, do you love answers (A– Mutual
inventing new things and ways H) to avaluation
of doing things? complete it
2. You may ask yourselves why
science is so interesting.
3. You will be informed of the
results in early July. Verbal
4. The judges’ decision is final. evaluation
5. Every year the theme changes.
6. Remember that the teacher will
be there to give you guidance,
not to help with ideas.
7. I’d recommend entering this
competition to everyone.
8. You can interpret the theme in
many ways.
Writing
Task 2. Write your report.
Last year, your school took measures Students
to make the territory cleaner and write a
greener. The director of school would report. Write
like to hear your opinion on the at least 150 -
measures they will take and any 170 words.
suggestions for future improvements.
Use the following plan.
Paragraph A: Introduction
Paragraph B: Reporting views
Paragraph C: Summing up/ Giving
your opinion
Paragraph D: Recommending/
Suggesting.
5 min assessment using the method: “Six assessment
thinking hats”:
Green: How can you use today's
learning in different subjects?
Red: How do you feel about your
work today?
White: What have you leant today?
Black: What were the weaknesses of
your work?
Blue: How much progress have you
made in this lesson? (Now I can, I still
need to work on, I've improved in,
Today I learnt... )
Yellow: What did you like about
today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Hometask: revise grammar themes
from the units
Saying goodbye
Unit 7: Reading for Pleasure
Theme of the lesson: Learners read non-fiction
Learning objectives 11.C.8 - develop intercultural awareness through reading and

discussion
range of unfamiliar topics
topics, including some unfamiliar topics
11.R.4 - read a wide range of extended fiction and non-fiction texts on
a variety of more complex and abstract general and curricular topics
Increase awareness of their attitude toward the theme;
Provide a point of view in conversations and discussions; describe the
plot of the book using active vocabulary.
Make a presentation about non – fiction in Kazakhstan.
Plan
Lead-in.
Kazakhstan is a new country, and Students listen and Verbal
few books of interest to the discuss evaluation
general audience have so far been
written about it in English. Too
bad, since there is a lot to say. We
have highlighted 6 books that we
recommend for the traveler who
wants to understand Kazakhstan
better before or after her visit.
Look at the titles of the books.
Have you read or heard about
them?
Best books about Kazakhstan
The Silent Steppe: the Story of a
Kazakh Nomad under Stalin –
Nazarbayev and the Making of
Kazakhstan – Jonathan Aitken
Middle Exercise 1 page 64. Students describe Mutual
30 min In pairs, students describe one of one of the books avaluation
the books and then answer the and then answer
questions. the questions
Exercise 2 page 64. Students read the Individual

Go through the task together. words, try to give avaluation
Then students read the words, try definitions to them
to give definitions to them and and match with
match with the photos. the photos.
Speak about the types of non –
fiction books. (Work in 3 groups).
Give the examples of non – fiction
in Kazakhstan/ Russia/ the UK/
the USA/ France.
Listening Activity. Ex. 4 – 5 p.64 Students listen
Do not forget about the attentively and
descriptors. answer the
questions correctly
Students read the
Ex.6 p.65. While reading, do the text and discuss it
vocabularies. in pairs.
Students find
After – reading activity: Ex.8 examples of each
p.65. structure in the
Go through the instructions text and exercise.
Recycle together. Check answers
as a class. Students comment
quotes
Extra activity
Write these quotes on the board.
Ask the students to comment
them.
If you don’t have time. Do it on
the next lesson. Monitor and help
with grammar and vocabulary
where necessary.
now? And elicit answers: I can
speak about non – fiction in KZ.
Home task: WB p.64, A
presentation about Dosym
Satpayev.
Saying goodbye

Future Continuous, Future Perfect and Future Perfect Continuous
Learning objectives 11.R.2 - understand specific information and detail in extended texts on
11.R.5 - deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics;
11.UE.8 - use a wide variety of future forms, including future perfect
forms on a wide range of general and curricular topics;
11. W.3 - write with grammatical accuracy on a wide range of general
and curricular topics.
Demonstrate knowledge for usage of the Future Tenses.
Transfer information from the given information into a graphic
organizer.
Apply Future Tenses in speech correctly.
Make a topic about future plans and holidays.
Previous lesson Learners read non-fiction
Plan
timings activities
Begining GREETINGS
Lead-in. Students discuss Verbal
Exercise 1 page 66. Elicit the questions in evaluation
students’ answers. Underline pairs
future plans.
Middle Exercise 2 page 66. Focus on the Students look at Mutual
Learn This. Explain the the future plan avaluation
30 min differences among Future and complete the
Continuous/ Future Perfect and sentences.
Future Perfect Continuous. Individual
Speak about your future plans avaluation
using future tenses:
Next year:
Next year this time:
By this time next year:
Do not forget about Continuous
tenses and verbs which are not
used in the Continuous tenses.
Look out! Ex.5 p.66. Students speak

Consolidation of the theme about the books
connected with books: Ex.10 p.65 you will read/
Give a detailed commentary of the you will be
quotes. Elicit any facts that reading and why/
surprised students. you will have
read by….
The story of I. Asimov “I,
Robot”.
Learners are divided into small
groups of 3-4; and are given the
instructions: surf the internet to
find information about the writer
of this story. (If the Internet
connection is not available,
teacher can use information from
Appendix 1). They should prepare
mini-research poster.
Learners work in the following
directions and arrange Students work in
information: the directions
Group 1: I. Asimov and arrange
Group 2: Robots information
Group 3: Robots and people.
Group 4: A school of future(a
mechanical teacher)
(G) Learners distribute the roles in
the group Student 1 – timekeeper
Student 2 – researcher Student 3 –
teacher Student 4 – painter

5 min At the end of the lesson, learners assessment
reflect on their learning:
- What has been learned
- What remained unclear
- What is necessary to work
on
Hometask: WB p.65
Saying goodbye

SA
a range of perspectives on the world topics, including talk on a growing
range of unfamiliar topics;
11.S. 3 - explain and justify own and others’ point of view on a range
topics.
Lesson objectives Learners will be able to:
Develop speaking skills through communication trip of a lifetime;
Understand a text and improve reading skills through recognizing
typical features at word;
Plan
timings activities
Lead-in.
The students look at the picture, try to Students Verbal
imagine the trip. They answer the follow the evaluation
questions and speak about a trip of a instructions
lifetime.
Where are you planning to go for your
next holiday?
Is there a place you’d never visit
again? Where and why?
Do you prefer traveling independently
or with a group on an organized tour?
Middle Ex.6 p.67. Listen to another Students Mutual
10 min conversation and choose TRUE – choose avaluation
FALSE sentences. TRUE –
Listening. Listen to a part of a radio FALSE
program. Why was the holiday of sentences.
Sean’s uncle and aunt a disaster?
because the weather was awful
because the place was very noisy
because they argued a lot
SA LISTENING For questions Individual

20 min Task 1. You will hear five different 1-5, choose avaluation
people talking about the importance from the list
of modern inventions. Use the letters A-F the
only once. There is one extra letter reason each
which you do not need to use. speaker gives
1. Speaker 1 for the
2. Speaker 2 importance
3. Speaker 3 of the
4. Speaker 4 invention to
5. Speaker 5 them
A. It entertains me personally.
B. It guarantees contact
C. It helps my memory
D. It provides an escape
E. It’s removed a pressure F. It’s
always with me
WRITING
Task 2.. (choose only one)
1. Rudeness of a waiter/waitress 2. Students
Malfunction of a laptop imagine you
3. Wrong size of clothes ordered by are in one of
the Internet 4. Inappropriate behavior the following
of receptionist situations
Write a letter complaining to the
company and asking for your money
back.
End REFLECTION Students Self-

5 min completing the sentences: reflect on the assessment
Today at the lesson I … lesson
The most useful and interesting thing
was …
I was good / bad / active at …
Hometask: WB p.66.
Saying goodbye

Future time clauses
discussion;
11.W.4 - use style and register to achieve an appropriate degree of
topics;
11. UE.8 - use a wide variety of future forms, including future perfect
forms on a wide range of general and curricular topics.
Use skills such as brainstorming, discussion to gather information and
Future time clauses.
Practice expressing personal attitudes toward the topic and usage of
Future time clauses correctly.
Apply the correct form of the Future time clauses in the context;
Use most target vocabulary successfully in speaking tasks and show
good organisational coherence and cohesion and some elements of
appropriate style in writing task.
Previous lesson Learners read non-fiction SA
Plan
Begining GREETINGS
letting students know what to anticipate
from the lesson.
Lead-in
From: Janet Hill To: Sunny Chen Students
Subject: look at the
Hi Sunny! How are you? email and
We’re finally coming to Singapore so I tell each
wanted to ask your advice on what we other about
should do while we’re there. What the content
shouldn’t we miss? We’ll have our two of it.
kids aged 6 and 8 with us so ideally we
want to do things we can enjoy as a
family.
We’ve already got a hotel booked in
Marina Bay and we arrive on 12 May
for a week.
I hope you’re around so we can meet up!
See you soon,
Janet
Middle Ex. 1 p.68 What grammar tenses can Students Mutual
30 min you notice in these two texts? read a avaluation
LEARN THIS: FUTURE TIME postcard and
CLAUSES. answer a
What can we use in the future clauses? question.
Future Simple заменяется на Present

Simple, Future Continuous – на Present
Continuous, Future Perfect – на Present
Perfect и Future Perfect Continuous – на
Present Perfect Continuous.
John will move to London when he finds
a good job.
The airline will provide food while they
have been waiting for two hours.
He’ll do it once you have asked him. Individual
The police will board the plane avaluation
immediately the plane lands.
They won’t be able to leave Britain until
the police have decided they’re Verbal
innocent. I’ll come as soon as I’ve evaluation
finished. She’ll do it while you are
waiting.
It will create new jobs when it has been
operating for a few months.
Ex.4 p.68 Students
Look at the email and complete it with look at the
the correct form of the verbs: Arrive, email and
bring, catch, get, give, phone, rain, complete it
remind, and see. with the
correct form
Ex. 6 – 7 are done by each student of the verbs
individually. The score is: 10. Students
complete
the task
correctly
5 min What have you learned today? What can assessment
you do now?
Home task: WB p.67.
Saying goodbye

Adverbs and adverbial phrases
discussion;
11.4.2 - understand specific information and detail in extended texts on
11.3.4 - evaluate and comment on the views of others in a growing
11.S.7 - use appropriate subject-specific vocabulary and syntax to talk
topics;
1. UE.11 - use a wide variety of pre-verbal, post-verbal and end-
position adverbs/adverbial phrases on a wide range of general and
curricular topics.
Recognize and use adverbs and adverbial phrases;
Express their ideas about a topic.
Use skills such as brainstorming, discussion to gather information;
Construct the sentences with adverbs and adverbial phrases.
Produce a clear, coherent description of the InterRailing using adverbs
and adverbial phrases;
Plan
timings activities
Lead-in.
Focus attention on the signpost and
ask for examples of ways of
travelling.
Ask: How can people travel? Can you
give some tips of travelling?
Middle Exercise 1 p.69 Students Mutual
30 min Go through the text together. In pairs, discuss avaluation
students discuss Laura’s travel blog.
Have you heard a word”
InterRailing”?
Agree or disagree: Students Individual
‘By train is a great way to really see choose the avaluation
a place’ Comment on an advert: right nswer
WELCOME TO INTERRAILING
PACKAGES
The UK and Ireland’s leading
provider of quality European rail and
accommodation packages.
Exercise 2 p.69
Students read the LEART THIS. Students Verbal
What is an adverb? follow the evaluation
Basically, most adverbs tell you how, instruction
where, or when something is done. In
other words, they describe the
manner, place, or time of an action.
An adverb may be a single word,
such as quickly, here or yesterday.
However, adverbs can also be
phrases, some made with prepositions,
others made with infinitives. This
page will explain the basic types of
adverb phrases (sometimes called
"adverbial phrases") and how to
recognize them.
Subordination conjunctions
After, before, until, while, because,
since, as, so that, in order that, if,
unless, whether, though, although,
even though, where.
Ex.3 – 5 p.69 should be done in
groups, where some students try to
help those ones who have problems
with grammar.
Exercise 6 p.69
Students discuss the questions in
pairs. Monitor their grammar and
vocabulary. Ask a few pairs to share
their ideas with the class.
elicit answers: I can talk about
InterRailing using adverbs and
adverbial phrases.
Home task: WB p.68.
Saying goodbye

Globetrotters
topics.
Increase awareness of their attitude toward globetrotters and ways of
travelling.
Plan
timings activities
5 min letting students know what to
Lead-in.
The students look at the word Students
“Globetrotter” and try to give discuss
definitions and explanations to the
word.
globetrotter
someone who travels regularly to
different parts of the world:
She became something of a
globetrotter, attending conferences
all over the world.
Japan last month, New York next
month - you've become a regular
globetrotter, haven't you?
What countries have you visited? Do
you know any persons who are
globetrotters?
Exercise 1 page 70. Students look Verbal
Students look at the photo and think at the photo evaluation
about the best way / method of and think
travelling?
Middle Exercises 2, 3 page 70. Students
30 min Go through the tasks from exercises write the Mutual
and speak about the purpose of 3 trips. following avaluation
Extension: Fast finishers(Ex.8 p.70) phrasal verbs
Ask fast finishers what these phrasal from the text
verbs mean and give examples with on the board:
them. set off and
Set off – To start on a journey Take in etc.
–Stop over – Pull up – Go off –
Get around – Get back – Come across
-
Speed up - Increase speed Students Individual
Take off - When the aircraft leaves follow the avaluation
the ground Get in - The time a train, instruction
bus or plane arrives Turn back -
Return to where you came from Look
around - To explore
Slow down - Reduce speed
Pick up - To stop for something and
take it to your destination
Get away - To go on holiday
especially because you need a rest
Get off - To leave a bus or a train
In group of 3, speak about interesting
moments while travelling: A, B, C
unusual globetrotters online.
Express your opinion on ex.7 p.70. Students play
Role play: Choose one person from by roles
each group who will talk about an
interesting travelling or trip. Who will
be more emotional? Use phrasal
verbs.
A game: write down as many words
related to travelling/ trip/ travelling on
line as you remember from the lesson.
You are given 5 – 6 minutes.
One student makes a conclusion of the
lesson.
adverbial phrases.
Home task: WB p.68.
Saying goodbye

Travelling’ online
discussion;
topics.
Summarize information from the text about travelling’ online.
Analyse a text comparing travelling’ online and travelling by air, by
train, etc.
Produce a clear, coherent description of travelling’ online.
Plan
timings GREETINGS activities n
from the lesson.
Lead-in.
1. Ask students to work in pairs to Students Verbal
write as many follow the evaluation
countries as possible in 1 minute. Ask instruction
the group with the longest list to write
their countries on theboard. Now invite
other students to add any other countries
to the list.
2. Tell the students to imagine that they
are going to travel around the world
starting from
the country they live in. Ask them which
of the countries listed on the board they
would cross. A world map or atlas
would be handy here – there might be a
map in one of the students’ textbooks.
Middle Ask students to complete the questions Students Mutual
30 min with the words in the box and then complete avaluation
check answers as a class. Have the the
students repeat the questions after you to questions
practice correct intonation. with the
Answers: words in the
How did you travel around the world? box and
How long did it take? then check
What problems did you have? answers as a
What were the best times on your trip? class.
Who helped you?
The problem: “ MORE TOURISM Individual

WOULD BE BAD FOR THE Students avaluation
PLANET” watch a
Kobeytuz video and
Kobeytuz is one of just a few such lakes speak about
in the world, its waters rendered pink by the problem.
the presence of algae called Dunaliella
Salina, which emit a colorful spectrum
of organic pigments.peak about the pink
lake in Kazakhstan.
Officially called Lake Kobeytuz, this
body of water isn't pink all of the time or
even pink every year, so when I heard
that it was pink, I knew I had to go. It
really was pink!
Make a poster: Virtual Trip. (Group

work of 4) A virtual tour is a simulation Students
of an existing location, usually make a
composed of a sequence of videos or poster
still images. It may also use other
multimedia elements such as sound
effects, music, narration, and text. It is
distinguished from the use of live
television to affect tele-tourism.
Watch and comment on:
https://youtu.be/wSTy_MNXln8
today? What can you do now? And elicit
answers: I can talk about InterRailing
using adverbs and adverbial phrases.
Home task: “Travelling’ online”(an
essay)
Saying goodbye

Interview and stimulus – based discussion
discussion;
topics.
Increase awareness of their attitude toward travelling and justify the
choice
Practice expressing personal attitudes toward the topic;
Use taught vocabulary and grammar with accuracy.
Plan
timings activities
5 min The teacher sets the lesson Students
objectives, letting students know create a positive
what to anticipate from the lesson. learning
Warm up. environment
Then to create a positive learning
environment the teachers asks
students to start the lesson giving
each other compliments about
appearance, job performance,
talent, etc. and also practice
accepting compliments.
Lead-in.
Exercise 1 page 72.
Focus attention on the questions. In
pairs, students ask and answer the
questions. Ask a few students to
share their ideas with the class.
Middle Exercise 2 p. 72 Students choose
30 min Ask students to choose a photo and a photo and Mutual
give your commentary on the give your avaluation
transport to travel. commentary on
the transport to
travel. Individual
Exercise 3 p.72. avaluation
Go through the Speaking Strategy Students
together. Then ask students to prepare a short
prepare a short presentation of presentation of Verbal
planning a holiday abroad during planning a evaluation
gap year. Check answers as a class. holiday abroad
during gap year
Exercises 4 - 5 p.72. Ask students
to listen very attentively. What has
the student chosen and what
arguments has he given? Each Students finish
student self – evaluate himself or the sentences
herself. using key
Focus attention on the statements words.
and ask students, in pairs, to decide
on their opinion. Allow time for
them to think of at least three
arguments to support their opinion.
Monitor and help where necessary.
Finish the sentences using key
words.
He has chosen travelling by coach
because…… The coach is……..
I’ll want to see as much as
possible…… It’s more
convenient…….
I don’t like big train stations…..
I find them……
I wouldn’t go for the cruise…. (3
reasons).

now? And elicit answers: I can talk
about InterRailing using adverbs
and adverbial phrases.
Home task: WB p.70

Saying goodbye….

Theme of the lesson: Summative control work for the 3d term
Learning objectives 11.2.7 Understand speaker viewpoints and extent of explicit agreement
between speakers on a range of general and curricular topics, including
some unfamiliar topics
11.4.3 Skim a range of lengthy texts with speed to identify content
11.3.1 Use formal and informal language registers in talk on a range of
general and curricular topics, including some unfamiliar topics 11.3.6
Navigate talk and modify language through paraphrase and correction
in talk on a wide range of familiar and some unfamiliar general and
curricular topics
Lesson objectives earners should concentrate on details, reasons and evidence in order to
get the speaker’s opinion and choose an appropriate answer.
Learners write an article for their school newspaper on the topic “Is the
internet killing our brains?”
rners choose a card with the questions for their presentation in advance,
make the research and prepare the report for their speech. L
Plan
Begining GREETINGS
from the lesson.
SA LISTENING Students Individual
35 min Watch the TEDx talk about ‘How choose A, avaluation
playing an instrument benefits your B, C, or D
brain’ by Anita Collins and choose A, B, for each of
C, or D for each of the questions. You the
will hear a presenter twice. CD3. questions
Tapescript 2. 1.
READING
Read the article and complete the tasks Students
below. Before clocks, phones and read the
Fitbits, there was sunlight and article and
mathematics complete
1.What happens when we listen to music? 2. the tasks
Which areas of our brain are involved 3. below
What’s the left hemisphere involved in?
4. What’s the bridge between the two brain
hemispheres called?
5. How do musicians improve their memory
skills?
6. What have scientists found?
READING
Task. Read the article and complete the Students
tasks below. Before clocks, phones and read the
Fitbi article and
Answer the questions complete
1. Read the section "When The Candle Is
the tasks
Spent" and explain what a solution to the
problem with candle clocks people found out.
2. Read the following paragraph from the
section "When The Candle Is Spent" Not
surprisingly, candle clocks needed protection
from the wind. A gentle breeze caused them to
burn more quickly.
4. Read the article’s introduction [paragraphs
1-5] and the final section “Watch Out!” What
is the connection between those two sections?
5. This article is organized using chronological
order. Why do you think the author chose to
organize the information this way?
6. What is the purpose of this article?
WRITING
The web gives us access to endless
information. What impact does this have tudents
on our memory, and our attention spans? write an
article for
Follow the Structure of an article: your school
Beginning - Engage the reader and make them newspaper
want to read more, you can begin with a on the topic
question
“Is the
Middle - State your main points and relate
them to personal experiences and opinions internet
Ending - Summarize your main points but killing our
make an overall point to make the reader think brains?”
they have learned something from reading the
article Students
prepare
SPEAKING Task. Choose the questions presentation
that are the most interesting for you. and your
Prepare presentation and your speech speech
beforehand. Be ready to present it for beforehand
your speaking test during 3-4 minutes.
End Self-reflection.
Most ……. thing Self-
3 min assessment
Hometask: revise the words from the
units
Saying goodbye

Theme of the lesson: Unit Revision
Learning objectives 11.S. 3 - explain and justify own and others’ point of view on a range
11.S.7 - use appropriate subject-specific vocabulary and syntax to talk
topics;
11.R. 8 - select and evaluate paper and digital reference resources to
check meaning and extend understanding;
11. W.4 - use style and register to achieve an appropriate degree of
topics.
 Examine the general writing structure of a letter of complaint.
 Recognize and use key phrases for writing a letter of complaint.
 Summarize a letter of complaint in accordance with the writing
guide.
 Express their ideas in writing a letter of complaint without
support.
Previous lesson Summative control work for the 3d term
Plan
Lead-in.
With books closed, write the Students Verbal
following on the board: a letter, answer evaluation
complaint, go wrong, dissatisfied,
angry, disadvantage, mess. What
problems will you have while
travelling or living at the hotel/ hostel?
SA Ex.1 – 2 p. 73.Why do people stay at Students Individual
35 min the hostels? Name advantages and follow the avaluation
disadvantages of this place. HOSTEL instruction
When you don’t like something at
the place you stay, you write a letter
of complaint.
Let’s look at the structure of this
letter. Tell me, please if it is a formal
letter or informal one?
Ex.3 Look at the Writing Strategy.
Read the rule and do Ex.4 – 5 p.73
Do the task:
Give a detailed analysis of a letter
in Ex.5 p.73.
Ex.6 – 7 should be done in pairs. Students Mutual
The winner is a student who will do finds avaluation
the task without support and correct
mistakes. information
Descriptor. A learner: while
• uses appropriate subject-specific reading and
vocabulary while speaking. answers the
• finds correct information while questions.
reading and answers the questions.
Questioning in groups.
Sharing ideas.
Structuring.
End REFLECTION
3 min Ask students: What have you learned Self-
today? What can you do now? And assessment
adverbial phrases.
Home task: WB p.73/ A letter of
complaint (w.b. p.75).
Saying goodbye….

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LESSON 49 School: Stavropolka Secondary School

Unit 5: Work and inventions

Exercise 4 page 44.

End REFLECTION Self-

Brainstorming. Comment a quote: Student Quote on

LESSON 52 School: Stavropolka Secondary School

Listen to the story and fill in a Mutual

Did you like the story? Listen again

LESSON 53 School: Stavropolka Secondary School

LESSON 54 School: Stavropolka Secondary School

This photograph appears as an

LESSON 55 School: Stavropolka Secondary School

To practise active vocabulary Students Individual

LESSON 56 School: Stavropolka Secondary School

The teacher sets the lesson

Middle Exercise 2 page 52 Students Pictures

LESSON 57 School: Stavropolka Secondary School

Middle Listening. Students listen https://

LESSON 58 School: Stavropolka Secondary School

LESSON 59 School: Stavropolka Secondary School

Go through the task together. Students match

Group work: How can people Students discuss

LESSON 60 School: Stavropolka Secondary School

Name the words related to this theme.

LESSON 61 School: Stavropolka Secondary School

Conditional II If + Past Simple Would

Conditional III If + Past Perfect

Middle Exercise 1 p. 56 Tell students they Students read Mutual Presentation

LESSON 62 School: Stavropolka Secondary School

What is the most tweeted hashtag?

LESSON 63 School: Stavropolka Secondary School

II. Discussion of the text “Red nose Students take Individual

End REFLECTION Self-

LESSON 64 School: Stavropolka Secondary School

Lead-in. Students Verbal

Middle Exercise 1 p.59

Find verb patterns

Infinitive Gerund/ Ving Students Individual

Exercise 4 - 5 page 59 Students

End REFLECTION Self-

I listen attentively to others.

LESSON 65 School: Stavropolka Secondary School

Exercise 2 page 60. Reading activity. Students Individual

What are the children doing?

LESSON 66 School: Stavropolka Secondary School

Exercise 1 page 62. Students do

End REFLECTION Self-

LESSON 67 School: Stavropolka Secondary School

Middle Exercise 1 page 71. Students Mutual Handouts

Learning objectives 11.C.8 - develop intercultural awareness through reading and

Exercise 2 page 64. Students read the Individual

LESSON 70 School: Stavropolka Secondary School

Look out! Ex.5 p.66. Students speak

End REFLECTION Self-

LESSON 71 School: Stavropolka Secondary School

SA LISTENING For questions Individual

End REFLECTION Students Self-

LESSON 72 School: Stavropolka Secondary School

Future Simple заменяется на Present

LESSON 73 School: Stavropolka Secondary School

LESSON 74 School: Stavropolka Secondary School

LESSON 75 School: Stavropolka Secondary School