Sample Lesson Plans Action 10

Sample lesson plans
for Kazakhstan Grade 10
ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК
Жалпы бiлiм беретiн мектептiњ 10 -сыныбына арналѓан

оќулыќ Экспресс Паблишин баспасы 2019
Jenny Dooley
Series Consultant: Bob Obee Translations by N. Mukhamedjanova
Уважаемые учителя английского языка, работающие по УМК
обновленного содержания образования по английскому языку
международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов составления
данных планов. В зависимости от уровня учащихся, требований
администрации вашей школы и по пожеланию учителя поурочные планы
подлежат корректировке самим учителем, преподающим в данной
параллели.
С уважением, методисты международного образовательного центра
«EDU Strеam».
Organization of the content of the subject of "The English language"
in the 10th grade – Aspect 10 for Kazakhstan-3 hours a week, 102 hours a year
Grade 10
1) Content. Using speaking and listening skills to solve problems creatively and
cooperatively in groups; to provide sensitive feedback to peers. Respect differing points of view.
Evaluate and respond constructively to feedback from others; use feedback to set personal learning
objectives. Organise and present information clearly to others. Develop and sustain a consistent
argument when speaking or writing. Develop intercultural awareness through reading and
discussion. Use imagination to express thoughts, ideas, experiences and feelings. Use talk or
writing as a means of reflecting on and exploring a range of perspectives on the world.
2) Listening. Understanding the main points in unsupported extended talk; specific
information and 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. Recognising the
attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and
curricular topics, including talk on a limited range of unfamiliar topics. Deducing meaning from
context in unsupported extended talk.Viewpoints and extent of explicit agreement between
speakers on a range of general and curricular topics.Identifying inconsistencies in argument in
extended talk on a range of general and curricular subjects.
3) Speaking. Using formal and informal language registers; asking and responding to
complex questions to get information about a wide range of general and curricular topics.
Explaining and justifying own and others’ point of view; evaluating and giving comments on the
views of others in a growing variety of talk contexts on a growing range of general and curricular
topics. Interacting with peers to make hypotheses about a wide range of general and curricular
topics. Navigating talk and modifying language through paraphrase and correction in talk. Using
appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular
topics.
4) Reading. Understanding the main points in extended texts; specific information and detail
in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics.
Skimming a range of lengthy texts with speed to identify content meriting closer reading on a range
of general and curricular topics.Reading a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics. Deducing meaning from context in extended
texts on a wide range of familiar general and curricular topics, and some unfamiliar topics. The
attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular
topics. Patterns of development in lengthy texts [inter-paragraph level] on a range of general and
curricular topics. A wide range of familiar and unfamiliar paper and digital reference resources to
check meaning and extend understanding. Inconsistencies in argument in extended texts on a wide
range of general and curricular topics.
5) Writing. Planning, writing, editing and proofreading at text level independently using a
growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
in a wide range of written genres. Writing with grammatical accuracy, using style and register to
achieve appropriate degree of formality in a growing variety of written genres on a range of general
and curricular topics. 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.
Coherent writing at text level using a variety of connectors on a range of familiar general and
curricular topics. Independent use of appropriate layout at text level on a range of general and
curricular topics. Communicating and responding to news and feelings in correspondence through a
variety of functions. Punctuation in written works at text level with a good degree of accuracy.
6) Use of English. Using a variety of abstract compound nouns and complex noun phrases; a
variety of quantifiers for countable and uncountable nouns and a variety of noun phrases; 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; a wide variety of
determiners and pre-determiner structures; a wide variety of question types; relative, demonstrative,
indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar
general and curricular topics. Using perfect continuous forms and a variety of simple perfect active
and passive forms including time adverbials … so far, lately, all my life; a variety of future active
and passive and future continuous forms; a wide variety of active and passive simple present and
past forms and past perfect simple forms in narrative and reported speech; present continuous and
past continuous active and passive forms on a wide range of general and familiar curricular topics.
Using a variety of reported statements and question forms on a wide range of familiar general and
curricular topics; a variety of comparative degree adverb structures with regular and irregular
adverbs; a wide variety of pre-verbal, post-verbal and end-position adverbs; a growing variety of
past modal forms including must have, can’t have, might have to express speculation and deduction
about the past; a variety of prepositional phrases before nouns and adjectives; a number of
dependent prepositions following nouns and adjectives and a variety of prepositions following
verbs. Using infinitive forms after an increased number of verbs and adjectives; gerund forms after
a variety of verbs and prepositions; a variety of prepositional and phrasal verb. A wide variety of
conjunctions on a wide range of familiar general and curricular topics. 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.
Module 1 Science and scientific phenomena
LESSON: Module 1 Lesson 1 School:

Introductory lessons
Date: Teacher name:
CLASS: Number present: absent:
Learning 10.1.6 - organise and present information clearly to others;
objectives(s) that 10.2.1 - understand the main points in unsupported extended talk on a wide range of
this lesson is general and curricular topics, including talk on a limited range of unfamiliar topics;
contributing to 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
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
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems in the pictures
Value links 1 Science and scientific phenomena
Cross - curricular Global issues
links
ICT skills Using videos& pictures, working with URLs
Previous learning 1 Science and scientific phenomena
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
To introduce the topic Vocabulary: Jobs
BEGINNING THE Ask Ss to look at the pictures and then imagine they are there on the (video game tester,
flight attendant,
LESSON steppe. Ask various Ss to describe to the class what they can see and
secret shopper,
feel using their imagination. sales assistant,
Give Ss time to complete the task and then check Ss' answers. Elicit more
camp counsellor,
jobs from Ss (e.g. teacher, actor, secretary, violinist, tour guide, etc).
police officer, dog
Answer Key walker, storm
1 H 3E 5A 7C 9F chaser, sports
2D 4G 61 8В coach); Extreme
Sports (street luge,
speed skiing,
To personalise the task windsurfing,
• Give Ss time to complete the task. mountain biking,
paragliding,
• Ask various Ss to tell the class. Ss should justify their
motocross, white-
answers. water rafting, rock
Suggested Answer Key climbing);
I'd like to be a teacher because I love children. Entertainment
(audience, scene,
scenery, lighting,
performance,
curtain, stage,
props, fame, icon);
The Internet (user-
friendly interface,
search engine,
email account,
login name, profile,
browse, sign up,
tight-knit
community); The
Weather (snow,
blizzard, breeze,
hail, sleet, rain,
tornado, flood,
shower, drizzle,
wind, gale, storm,
temperature,
boiling hot, chilly,
sunny spells,
freezing cold);
Health Issues (eye
strain, hearing loss,
thumb arthritis,
swelling, itchy rash,
skin infection,
shoulder strain,
upset stomach,
immune system,
insomnia, watery
eyes, travel
sickness);
Appearance &
Character (middle-
aged, old,
teenager, plump,
well-built,
overweight, skinny,
medium, neck,
beard, moustache,
hair, curly, wavy,
pierced, straight,
wrinkles, freckles,
tattoo, eyebrows,
patient, generous,
outgoing, blonde)
Grammar: Present
and past tenses
(revision)
To revise extreme sports
PRESENTATION • Give Ss time to write the correct extreme sport under each picture and
then check Ss' answers.
AND PRACTICE • Elicit more extreme sports from Ss (e.g. kite surfing, sky diving, etc).
Pictures, p.5.
Dictionary.
Answer Key
C10 7 white-water rafting Recording.
S7 1 speed skiing
2 street luge
3 mountain biking
To revise vocabulary related to

entertainment
• Go through the list of words and explain/elicit the meanings of any that
Ss are unsure of.
• Give Ss time to complete the sentences in pairs and then check Ss'
answers around the class.
4 performance 9 scene
5 lighting 10 props
6 stage
7 curtain
1 To revise vocabulary related to the Internet

• Go through the list of words and explain/elicit the meanings of any that
Ss are unsure of.
Give Ss time to complete the sentences in pairs and then check Ss' answers.
Answer Key
1 account 4 login 7 interface
2 engine 5 profile 8 browse
3 community 6 sign up
Aim To revise vocabulary related to the

weather
• Elicit various words related to weather (e.g. hot, cold, freezing cold, etc). Ask
Ss to describe weather conditions in their country. (In my country,
summers are hot.)
Give Ss time to complete the task and then elicit
Answer Key
1 breeze 3 storm
2 tornado 4 sunny spells
Aim To revise vocabulary related to health
issues
• Go through the list of words and explain/elicit the meaning of any that Ss
are unsure of.
• Give Ss time to complete the sentences in pairs and then check Ss'
Answer Key
1 immune 5strain 9insomnia
2 swelling 6 shoulder 10 infection
3 sickness 7loss 11 upset
4 watery 8 rash 12 thumb
Aim) To revise vocabulary for appearance & character

• Give Ss time to complete the task and then elicit answers from
Ss around the class. Ask Ss to justify their answers.
Answer Key
1 plump (refers to weight)
2 medium (refers to build)
3 neck (part of body)
4 pierced (ears, nose)
5 eyebrows (part of face, rest of words are special
characteristics)
6 blonde (refers to hair)
• As an extension ask various Ss to present themselves to the
class.
Suggested Answer Key
I'm Laura and I'm 20 years old. I'm tall and slim with long, straight,
brown hair and blue eyes. I'm patient and outgoing, but I can be
stubborn at times.
To revise present and past tenses

• Refer Ss to the Grammar Reference section to revise use of
tenses.
• Explain the task and give Ss time to complete
it.
• Check Ss' answers and elicit their reasons for their choice of
tenses used.
9 (Aim To identify appropriate responses to everyday English
expressions
• Explain the task.
• Allow Ss some time to complete it.
• Check Ss' answers.
• As an extension ask pairs of Ss to act out the exchanges.
Answer Key
7b 3b
2 a 4b 5 b 7b 9b
6 a 8b 10 a
ENDING THE (An activity to consolidate the language of the lesson.) Ask the pupils
LESSON to describe any of global issues with the solution in their region.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?
Did I stick to timings?
What changes did I make from my plan

and why?
Date: Teacher name:

objectives(s) that 10.2.1- understand the main points in unsupported extended talk on a wide range of
this lesson is general and curricular topics, including talk
contributing to on a limited range of unfamiliar topics;
10.2.2 - understand specific information in unsupported extended talk on a wide range
10.4.1 - understand main points in extended texts on a wide range of familiar and
some 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
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
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
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 1 Science and scientific phenomena
links
Plan
Planned timings Planned activities (replace the notes below with your Excel Resources
planned activities)
To introduce the topic
BEGINNING THE Module Objectives
LESSON Read the title of the module Science & scientific phenomena
and ask Ss to suggest what they think the module will be
about (the module is about famous scientists, genetics, DNA and
jobs related to science). Go through the objectives list to
stimulate Ss' interest in the module.
Vocabulary
To introduce new vocabulary
Direct Ss' attention to the words in the list and give Ss
time to use them to complete the phrases.
Answer Key
2 invented 4 argued
3 discovered 5 founded
To match scientists to their

2 Ask Ss to match the scientists A-E to their achievements 1-5.
PRESENTATION 3 Play the recording. Ss listen and check their answers.
AND PRACTICE 4 Elicit sentences from Ss around the class.
Answer Key
5 В Albert Einstein developed the theory of relativity.
6 E Tim Berners-Lee invented the World Wide Web.
7 D Marie Curie discovered radioactivity 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
match scientists to their fields of study
10 Elicit what each field of study deals with. S may use their
dictionaries if necessary. The elicit which scientist is related to
which field.
11 Ss may have to look up the answers on the Internet.
12 Check Ss' answers on the board.
Answer Key
Nicolaus Copernicus is related to astronomy.
Albert Einstein is related to physics.
Kaisha Atakhanova is related to biology.
Marie Curie is related to physics & chemistry.
Tim Berners-Lee is related to computer science.
• Play the video for Ss and elicit their comments
Discussing the theme of the module

ENDING THE
LESSON
Values links

and why?

Use of English 1b
Date: Teacher name:
objectives(s) that 10.2.1- understand the main points in unsupported extended talk on a wide range of
this lesson is general and curricular topics, including talk
contributing to on a limited range of unfamiliar topics;
some general and curricular topics;
irregular adverbs;
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
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
links
Plan
planned activities)
to introduce the topic of the lesson Teacher’s ideas
BEGINNING THE
LESSON
PRESENTATION OVER TO YOU! Ask Ss to work in pairs or small groups and Suggested Answer
AND PRACTICE discuss the questions. Key
• Ask Ss to close their books, then elicit answer from I think Tim
various Ss around the class. Berners-Lee has had
• Then ask Ss to share their answers/opinion with the the biggest impac on
class. our lives because we
use the World Wide
Wei every day. It has
given people access to
all sorts о information
and, as we all know,
information i. power.
Another famous
scientist is Alexander
Graham Bell He
invented the telephone
and the metal detector
The telephone 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
• Refer Ss to the Word List at the back of their books

and give them time to look up the meanings of the words
given.
• Elicit Ss' guesses as to what the article is about.
I think the article is about genetic engineering.
• Ask Ss to look at the picture and read the title. Then
elicit what the picture depicts and how this may be related to
the title of the article.
• Play the recording. Ss listen and read the text to
check their answers.
The picture shows an eraser erasing part of a 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.
13 To consolidate vocabulary in a text
Give Ss time to complete the sentences using
Answer Key
7 inherited
14 made
15 determines
16 characteristics 7 brought
17 debate 8 cells
18 prevent
To consolidate new vocabulary (collocations)
• Read the words/phrases in the lists and give Ss time to match
them to make collocations.
• Elicit answers from various Ss around the class.
Answer Key
Id 2 e 3 b 4 f 5 c 6 a
To practise collocations
• Give Ss time to use the collocations from Ex. 4a to complete the
sentences.
7 inherit diseases 4
2 gene editing 5
3 live longer 6
faulty genes
Genetically-modified food Designer babies\
To present/revise comparison of adverbs
• Ask Ss to read the example sentences in the box and then

elicit how we form the comparative and superlative forms of
adverbs.
• Refer Ss to the Grammar Reference section for details.
• Then elicit further examples from the text. Suggested Answer
Key
Adverbs with the same form as the adjectives take -er in the comparative
form and -est in the superlative form. Adverbs ending in -ly take more in
the comparative form and the most in the superlative form.
Examples in the text: the fastest, more quickly, longer, more specifically
b) To practise comparative and superlative forms of adverbs

• Explain the task and give Ss time to complete it.
Answer Key
1 more loudly 4 the worst 7 the be:
2 the fastest 5 earlier 8 more
3 better 6 less carefui
• the words in the list.

Speaking & Writing
To personalise the topic
Ask Ss to talk in pairs and tell their partner wh characteristics they
share with other members their family.
I have the same colour hair as my sister and same colour eyes as my
brother.
give a short summary of a text
• Give Ss time to read the text again and me notes and then use
their notes to write short summary of the text.
• Ask various Ss to read their summary to 1 class.
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

• Ask Ss to research on the Internet and find c
information about people related to genetic
• Ask Ss to write a quiz and then swap their q with
their partner for him/her to try to comple
7 What is Sir Cyril Astley Clarke known for? ( work
on prevention of Rh disease in newbi babies)
2 Who is known as the father of modern genetii
(Gregor Mendel)
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
ENDING THE A Grammar quiz. (Teacher’s ideas) Workbook: 1b & Use

LESSON of English 1
Values links

and why?
Date: Teacher name:

10.4.1 - understand main points in extended texts on a wide range of unfamiliar
general and curricular topics;
irregular adverbs
range of familiar general and curricular topics;
links
Plan
planned activities)
To revise the to-infinitive and the -ing forms Teacher’s ideas
BEGINNING THE Explain the task and give Ss time to complete it. Then
LESSON check Ss’ answers around the class.
PRESENTATION • Ask Ss to read the definition and the newspaper headline and
AND PRACTICE then elicit an answer to the question in the rubric.
• Give Ss time to read the text and find out if their guesses were
correct.
I think DNA can help bring extinct animals back to
life
To read for cohesion and coherence

• Explain the task and give Ss time to complete it by matching
the sentences to the gaps.
Answer Key
1C 2 A 3 F 4 D 5 В
• Refer Ss to the Check these words box and ask Ss to look them
up in the Word List.
To consolidate new vocabulary

• Explain the task. Give Ss time to complete the task.
Answer Key
1 became 4walk 7 conduct
2 bring 5break 8 run
3 make 6 hatch

• Explain the task. Give Ss time to complete the task using the
words from the Check these words box.
Check Ss' answers.
Answer Key
1 roam
2 impressive
3 excavating
4 alterations
ENDING THE A Grammar quiz. (Teacher’s ideas) Workbook: 1b & Use

LESSON of English 1
Values links

and why?
Date: Teacher name:

Learning 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
objectives(s) that 10.1.4 - evaluate and respond constructively to feedback from others;
this lesson is 10.1.8 - develop intercultural awareness through reading and discussion;
contributing to 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
verbs with give, listen for specific information
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
links

Plan
planned activities)
Grammar
BEGINNING THE To present/revise past modals of
LESSON speculation and deduction
• Explain the task and ask Ss to read the theory.
• Refer Ss to the Grammar Reference section at the back of
their books for more details.
• Elicit an example from the text and what it expresses.
Answer Key
Jack and his team must have been amazed because it suggested that
DNA lasts a lot longer than originally believed, (refers to a deduction)
PRESENTATION Aim To practise past modals of speculation and deduction

AND PRACTICE • Explain the task.
• Give Ss time to complete it.
Answer Key
1 may/might/could have had 3 can't have read
2 must have stolen 4 must have gone
Listening
• Ask Ss to read the questions and answer choices.
• Then play the recording and ask Ss to complete the
task by choosing the correct answers according to what they
hear.
Answer Key
1 A 2В 3C 4В
text; to develop critical thinking skills
• Ask Ss to work in pairs and talk about what
information they found the most interesting in the text.
• Monitor the activity around the class, then ask some
pairs to report back to the class.
What I found most interesting is that they have found
dinosaur DNA. I am also fascinated by the fact that birds are
the distant relatives of dinosaurs and that they can be used to
possibly bring dinosaurs back to life in one way or another.
b) (Aim To express your opinion on the topic; to develop

critical thinking skills
• Read the rubric aloud and give Ss three minutes to
think about their answers and write a short paragraph.
• Ask various Ss around the class to read out their
paragraph to the class.
I don't think it is such a good idea to interfere with
nature and natural events in time. I think dinosaurs should
remain extinct. I don't think it would be safe for us or for
these species to exist out of their time. However, I think that
other species that became extinct 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.
ENDING THE
LESSON
Values links

and why?
Date: Teacher name:

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
links
Plan
planned activities)
Vocabulary & Reading
BEGINNING THE a) [Aim] To present new vocabulary
LESSON • Direct Ss' attention to the list of jobs and the topics.
• Then give Ss time to match the jobs (1-8) to the topics (a-
h) and tell their partner.
Answer Key
1 e 3 f 5b 7 c
2 h 4 a 6g 8 d
A physicist studies matter and energy.
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
PRESENTATION Ask various Ss around the class to share their opinions with
the rest of the class following the example.
AND PRACTICE Suggested Answer Key
think being an astronomer is the most interesting because there is so
much we don't know about planets, the universe and space and finding
out more about them would be very exciting and interesting.
To predict the content of a
Text
• Ask Ss to read the subtitles in the text and elicit whether Ss
think they are true or not.
• Play the recording. Ss listen and read and find out.
I think none of the sentences are true because the title of the text is
'myth-busters'.
• Ask Ss to read the questions and answer choices.
• Then give them time to read the text and choose their
answers according to what they read.
Answer Key
ID 2В ЗА
Play the video for Ss and elicit their comments.
Ss in pairs prepare similar dialogues and then act them out.
ENDING THE
LESSON
Values links

and why?
Date: Teacher name:

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
links
Plan
planned activities)
з (Aim) To consolidate new vocabulary through
BEGINNING THE antonyms
• Read out the words in the list and ask Ss to look up their
LESSON
meanings in their dictionaries if necessary. Then give Ss
time to complete the task.
• Check Ss' answe
Answer Key
definitely * possibly dishonest * honest awful * excellent miss *■ hit
unknown * famou passed * failed luckily * unfortunately eventually *
immediately occasionally * constantly
Aim To consolidate new vocabulary
PRESENTATION • Explain the task and give Ss time to complete the task in pairs. VIDEO +QUESTIONS
AND PRACTICE • Check answers around the class.
Answer Key Ex. 3, p.13 (SB)
1 struggles 3 come 5 breathe
2 observing 4 vote
To practise forming negative verbs

• Read the table aloud to Ss and explain any points they are
unsure of providing extra examples if necessary.
• Give Ss time to complete the task.
Answer Key
1 misheard 3 unlocked 5 misbehaved
2 disappeared 4 recharge
To consolidate information in a
text; to develop critical thinking skills
Explain the task, give Ss time to consider their answers

and then ask various Ss to tell the class.
I think the most convincing myth is the one about
an apple falling on Newton's head because it is
believable. It could have happened and it may have been
Newton himself who started the myth.
To narrate a story
• Explain the task and give Ss time to form their
narrative.
• Then ask various Ss around the clas narrate the story
to the rest of the clas:
One day, Newton was sitting under an apple tree it garden. He
was thinking about the forces of no when an apple fell from the
tree and hit him on head. This made him think about why the
apple down and he came up with the theory of gravity.
7 Writing To write about a myth
• Explain the task and give Ss time to research the

Internet for a similar myth and then write short paragraph
about it.
• Ask various Ss to read their paragraph to tl class.
There are a number of myths surrounding Galilei but the
most famous one is about how he prove the theory that
gravitational acceleration is equi for heavy and light
objects. According to the mytf he went to the top of the
Leaning Tower of Pisi with two 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.
ENDING THE
LESSON
Values links

and why?

Date: Teacher name:

Learning objectives(s) 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
that this lesson is 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
10.5.7 - use independently appropriate layout at text level on a range of general
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;
irregular adverbs
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
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
links
Plan
planned activities)
BEGINNING THE Writing

LESSON 1 (Aim) To analyse a rubric
• Ask Ss to read the rubric and pay attention to the
key words in bold.
• Give Ss time to answer the questions and then
check Ss' answers.
Answer Key
1 an article
2 my teacher
3 a famous scientist
4 120-180
5 when and where he/she was born, his/her
achievements, when he/she died
PRESENTATION
AND PRACTICE To read a model article and match
paragraphs to content
• Give Ss time to read the model and match the
contents (1-4) to each paragraph (A-D).
Answer Key
IB 2 С ЗА4 D
з a) (Aim To identify and use techniques for
beginning and ending an article
• Elicit which techniques the writer has used in the
model and the give Ss time to rewrite the beginning and
ending using different techniques.
• Ask various Ss to read out their beginnings and
endings to the class.
Answer Key
Beginning: addressing the reader directly Ending: using a
short quotation
Beginning: Many people think of Albert Einstein when
the topic of genius is mentioned, (making a statement)
Ending: Einstein changed the way we see the world.
Wouldn't you agree that makes him a genius? (addressing
the reader directly)
4 4 (Aim) To present and identify connectors
Ask Ss to read the examples in the box and then elicit which
ones are used in the article.
Answer Key
while, and, because, despite
5 (Aim) To practise connectors

Answer Key
1 while/but 3 and 5 because
2 Despite 4 While
6 [Aim To present/revise active/passive
sentences (present simple/past simple)
• Ask Ss to read the examples and then elicit how a passive
sentence differs from an active one and when we use 'by' or
'with'.
• Then elicit the passive sentences in the article.
Answer Key
An active sentence emphasises the person who does the action while a
passive sentence emphasises the action.
We use 'by' + agent to say who or what carries out the action. We use
'with' + instrument/material/ ingredient to say what the agent used.
Examples in the model:
It was published in 1905 and he was soon offered important university
positions.
In 1921 Einstein became world famous because he was awarded the
Nobel Prize for Physics.
7 Aim) To practise changing active sentences to passive

sentences
• Explain the task. Give Ss time to complete it.
1 Penicillin was discovered by Alexander Fleming in 1928.
2 Physics is taught to our class on Tuesdays by Mr Roberts.
3 A helicopter was designed by Leonardo da Vinci in the 15th century.
4 The laboratory door is kept closed at all times.
5/ A ll Anna's files were lost when her laptop crashed.
To practise the passive
• Ask Ss to read the text and then g time to rewrite it using the
passive.
• Ask various Ss to read out the para check Ss' answers.
Thomas Alva Edison is usually recognised by the inventor of the light
bulb, but types of were developed by other inventors before Ec first
electric light was invented by Humph re] the beginning of the 19th
century and a light demonstrated by Joseph Swan at one of his I 1879
around the same time as Edison. A com created by Edison and Swan in
1883. It v\ Edison-Swan United.
To write an article
• Give Ss time to complete the task i plan.
• Remind Ss to use appropriate begim ending techniques and
connectors.
• Alternatively, assign the task as HW a Ss' answers in the next
lesson.
Suggested Answer Key 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
ENDING THE
LESSON
Values links

and why?
Date: Teacher name:

irregular adverbs
curricular 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
links
Plan
planned activities)
To read for gist
BEGINNING THE • Read the rubric aloud. Elicit answers to the question in the
LESSON rubric.
• Give Ss time to read through the text and find out.
I know a man called Tim Berners-Lee invented the World Wide
Web.
PRESENTATION 1 To read for cohesion and

AND PRACTICE coherence; to listen and read for confirmation
• Give Ss time to read the text again and complete each gap
with an appropriate word.
• Play the recording. Ss listen, read and check their answers.
Answer Key
1 to 3 never 5 with 7 went 9 by
2 ago 4 was 6 which/that 8 but 10 of
• Refer Ss to the Check these words box and ask Ss to look
them up in the Word List.
з To consolidate new vocabulary

Answer Key
1 source 4 study 7 history
2 do 5 known 8 important
3 media 6 famous
2 To consolidate information in a text; to develop critical

thinking skills
• Ask Ss to read the questions and give them time to
consider their answers.
• Have Ss discuss the questions in pairs or ask individual Ss
to share their answers with the class.
1 The Internet is popular because it is the go-to source for
information.
2 I use the Internet for shopping and social media as well as for
looking up information to help me with my homework.
3 I think the Internet will change our lives in the future in many
ways. Firstly, everyone will be online all the time; we won't
have to look for Wi-Fi hotspots or use broadband. I think
some people will live online using virtual reality and
disconnect from the real world. I also think it will be very
difficult to keep any information private.
To write about an invention
• 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)
(An activity to consolidate the language of the lesson.)
ENDING THE Ask the pupils to describe any of global issues with the
LESSON solution in their region.
Values links

and why?
Module 1 1 Science and scientific phenomena
Date: Teacher name:

irregular adverbs
curricular 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
links
Plan
planned activities)
BEGINNING THE To introduce
LESSON • Read the rubric aloud and go through the traits in the list.
• Elicit which ones we can inherit from our parents from Ss
around the class.
• Give Ss time to read the text and check.
Answer Key
straight hair, gender, intelligence, eye colour, blood type
Aim To consolidate new vocabulary through synonyms
PRESENTATION • Direct Ss to the underlined words in the text and
AND PRACTICE ask Ss to match them to their synonyms in the list using
their dictionaries if necessary.
Answer Key
entirely - completely easily = without difficulty quickly =
rapidly remarkably = surprisingly
part of speech: adverbs
4 (Aim; To consolidate new vocabulary through
antonyms
• Direct Ss to the bold words in the text and ask Ss
to match them to their antonyms in the list using their
dictionaries if necessary.
Answer Key
alike different natural * man-made
native * foreign unique * common
part of speech: adjectives
To answer comprehension questions on a text
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.
To consolidate information from a text
Initiate a class discussion and elicit what various Ss learnt
from the text.
I learnt that people are different as inherited traits are
what distinguish one person from another. Some
characteristics like gender and hair colour are genetically
passed down from our parents while others like weight
and language depend on environmental factors. I also
learned that all people may look different but in reality
nearly all human DNA is identical and only less than 1 %
of our DNA makes us look different from other people.
|?1 (Aim'
Elicit a variety of answers from Ss around the class.
If I could change my appearance then I would like to be a
little bit taller. I would also like to have darker skin, a
smaller nose and lighter eyes.
Play the video and elicit Ss’ comments at the end. VIDEO +
ENDING THE QUESTIONS
LESSON
Values links

and why?
Date: Teacher name:

irregular adverbs
curricular topics
links
Plan
planned activities)
BEGINNING THE To present and practise phrasal verbs
LESSON with bring and come
• Go through the list of phrasal verbs and their definitions
and elicit an example for each one from various Ss around
the class using their dictionaries to help them if necessary.
• Give Ss time to complete the task and then check Ss'
answers.
Answer Key
7 up 3 up 5 across
2 out 4 about 6 down
To practise prepositional phrases

PRESENTATION • Explain the task and give Ss time to complete it and then
AND PRACTICE check Ss' answers.
• Ask Ss to start a Prepositions section in their notebooks
and use it to list words that go with prepositions in
alphabetical order.
• Ask Ss to revise this section regularly as this will help them
use the English language in a natural way.
Answer Key
7 in 2 as 3 for 4 to 5 to
Aim, To consolidate words which are often confused

Explain the task, give Ss time to complete it and then check
Ss' answers.
Answer Key
7 invented 3 conducting 5 breath
2 studying 4 Astrologers 6 clear
To form negative verbs

• Read the theory box and the examples aloud and then
explain the task.
answers.
Answer Key
7 misuse 3 rematch 5 refund
2 disappearance 4 miscount
Further Practice - Quiz

[Aim] 110.1.61 To consolidate information in the module
• Make photocopies of the quiz.
• Give Ss time to complete the quiz, looking back through
the module if necessary.
Quiz
Mark the sentences T (true) or F (false). Correct the false
sentences.
1 Marie Curie won the Nobel Prize 3 times
2 DNA is made up of 46 chromosomes.
3 Faulty genes can lead to serious illnesses
4 A cloned Pyrenean ibex lived for 7 days
5 Scientists found dinosaur DNA in a
broken bone.
6 Some scientists believe birds are related
to dinosaurs.
7 Einstein won a Nobel Prize at the end of
the 20th century.
8 The human brain weighs around Vh kilos
9 Isaac Newton developed the theory of
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)
LESSON
Values links

and why?
Date: Teacher name:

Learning 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
objectives(s) that perspectives on the world;
this lesson is 10.5.4 - use style and register to achieve appropriate degree of formality in a growing
contributing to variety of written genres on a range of 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;
10.6.9 - 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
irregular adverbs
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
Plan
Planned timings Planned activities Excel Teacher
Resources Notes
Beginning the lesson
Reading
1 [Aim] To read for specific information
• Ask Ss to read the questions (1-4)
and the possible answers.
• Give Ss time to read the text and
choose the correct answer for each question
Answer Key
ID 2C3C 4D
Main activities Listening

To listen for specific information
• Ask Ss to read the headings (A-G).
• Play the recording. Ss listen and match them
to the speakers accordingly.
Answer Key
1C 2 В ЗА 4 D 5 E
• Ss complete the task.
Check Ss' answers
discovery 5 passed 9 struggling
ancestors 6 myth 10 psychologist
select 7 prevent
debate 8 observed Aim) To consolidate
grammar from the module
Answer Key
1 worse 3 earlier
2 more carefully 4 more healthily
4 To consolidate grammar from the module

Answer Key
1 must have gone
2 may/might/could have fallen
3 can't have been
4 can't have done
5 To practise sentence transformations

Answer Key
1 The experiment was considered a great success.
2 Dr Harrison was given an award by the government in
2009.
3 Sir Isaac Newton's house is visited by a lot of tourists.
4 More time is needed by the research team to finish the
experiment.
5 Dinosaur DNA was found in a broken bone by the
palaeontologists.
To practise connectors
Give Ss time to complete the task and then check Ss'
answers.
Answer Key
7 but 3 and 5 While
2 Despite 4 because
Writing
• Explain the task and give Ss time to plan and complete
their work and then check Ss' answers.
• Alternatively assign the task as HW and check Ss' answers
in the next lesson.
Marie Curie
There aren't many people who haven't heard of Marie Curie. She
was a famous physicist and chemist.
Curie was born on 7 November, 1867, in Warsaw, Poland. Her
family was quite poor so she had to attend public school, but she
was an excellent student. She became a governess when she left
school to help pay for her sister's education. A few years later, she
left for Paris and went to university, where she earned degrees in
physics and maths.
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.
Ending the lesson Discussing the theme of the module
Differentiation – how do you plan to give Assessment – how are you planning to Cross-curricular
more support? How do you plan to check learners’ learning? links
challenge the more able learners? Health and safety
check
ICT links
prompt less able learners to ask a range of monitor question production in group values links:
questions with different question starters activity benefits of hobbies
and highlight areas of questions that need
to be corrected before proceeding to quiz
challenge more able learners to write
different types of quiz question e.g.
multiple choice complete the missing
word etc..
Reflection Answer the most relevant questions from the box on the left
about your lesson.
Were the lesson objectives/learning

and why?
Module 2 Natural Disasters

Date: Teacher name:
Learning
objectives(s) that 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
this lesson is 10.2.1 - understand the main points in unsupported extended talk on a wide range of
contributing to 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
10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide
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
Value links Natural Disasters
Cross - curricular Natural Disasters
links
Previous learning Natural Disasters
Plan
►► Module Objectives
BEGINNING THE Read the title of the module Natural disasters and ask Ss to suggest what
LESSON they think the module will be about (the module is about natural disasters
and accidents). Go through the objectives list to stimulate Ss' interest in the
module.
Vocabulary
PRESENTATION 1
AND PRACTICE disasters
To present vocabulary for natural
• Play the recording with pauses for Ss to repeat chorally and/or

individually.
• Check Ss' pronunciation and intonation.
To introduce new vocabulary; To
match vocabulary to pictures
• Give Ss time to complete the sentences in pairs.
Answer Key
1 burnt 3 caused 5 hit
2 rescued 4 erupted
• Ask Ss to look at the pictures A-E and then match the disasters in Ex. 1
to them.
Answer Key
A forest fire В mine collapse C huge tropical
storm D volcanic eruption E earthquake
&tsunami
b) To discuss feelings related to natural disasters

• Ask Ss to talk in pairs about what they know about the disasters and
how they made them feel and how they think the 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
OVER TO YOU!
To personalise the topic
Ask Ss to close their books, then elicit answ( from various Ss around the
class.
In 2017, 1.2 million acres of land in Portugal wt burnt because of
forest fires.
33 men were trapped in a mine in Chile.
Hurricane Katrina caused terrible flooding in Nt Orleans and lots of
people died.
In 2010, a volcano in Iceland erupted.
There was a terrible earthquake and a tsunami Japan in 2011 and
thousands of people died.
Background information
The Atacama Desert is in Chile in South America to the west of the
Andes Mountains. It covers a 1000-km strip of land along the Pacific
coast. It is said to be the driest place in the world.
New Orleans is a large city in the state of Louisiana, in the south of
the USA. It has a population of 1.2 million people and covers 9,726
square km. It is famous for its jazz music, its cuisine and its festivals,
especially Mardi Gras. Iceland is an island country in the North
Atlantic Ocean. It is part of Europe and the capital city is Reykjavik.
It has a population of about 330,000 people. It is famous for its
volcanoes and glaciers. Japan is an island country in East Asia in the
Pacific Ocean. It is also known as the Land of the Rising Sun. The
capital city is Tokyo and the population is 127 million people.
Values links

and why?
Date: Teacher name:

Learning 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
curricular topics ;
topics;
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
Value links
links
Plan
planned activities)
Vocabulary & Reading
BEGINNING THE 1 a) fl) To present vocabulary related to disasters
LESSON • Elicit/Explain the meaning of the words/ phrases in the
8.1.9.1 – C9 list.
• Explain the task and give Ss time to read and fill in the
headlines.
• Play the recording. Ss listen and check.
• Check Ss' answers around the class. Elicit L1
translations for the headlines.
Answer Key
7 UNDERSEA 5 CLOSED DOWN
2 STRIKES 6 EVACUATED
3 WASHES AWAY 7 RUNNING WATER
4 FORCE
To activate vocabulary
PRESENTATION Refer Ss to the headlines and elicit answers from various
AND PRACTICE Ss around the class.
In March 2011, an undersea earthquake struck off the
coast of Japan. Soon after, a 10-metre tsunami followed
which washed away many houses and cars. The force of
the Japan quake was so big that it
Speaking & Writing
To consolidate information in a text
• Play the recording. Ss listen and read the text again.
• Explain the situation and ask Ss think about the questions
in the rubric.
• Give Ss time to write a few sentences using the headlines
in Ex. 1a to help them.
• 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
• Remind them to look at the key words before and
after the gaps that will help them find the missing sentences.
Answer Key
1C 2 A 3 F 4 E 5 D
b)
To listen for confirmation
Play the recording. Ss listen and check their answers.
4 To consolidate new vocabulary

• Explain the task to Ss and give them time to complete it.
Ss work in pairs.
Answer Key
triggered: started
partial: incomplete
frantic: panicked & frightened
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
To prepare a poster Student’s Book:

ENDING THE Explain the task and ask Ss to work in small groups to Language Review 1a
LESSON look up information on the Internet or any other sources. Workbook: 1a
Ss can use ideas from the text on p. 6. Ask various Ss to
present their posters to the class.
Values links

and why?
Date: Teacher name:

curricular topics ;
topics;
links
Plan
planned activities)
5 To revise compound adjectives Teacher’s ideas
BEGINNING THE • Elicit how compound adjectives are formed (A compound
LESSON adjective is formed when two or more adjectives are joined
together to modify the same noun.)
• Then give Ss time to find four examples in the text.
• Refer Ss to the Grammar Reference section for more
details.
Answer Key
swamp-like 4-month-old
hard-working world-famous
PRESENTATION To practise compound adjectives

AND PRACTICE • Explain the task and give Ss time to complete it.
• Check Ss' answers. Elicit sentences from various Ss
around the class.
After the flood, many areas had a swamp-lit appearance.
Tom is a hard-working man.
Jane took her 4-month-old baby to the docU George Clooney
is a world-famous actor.
To present/revise (to) infinitive/ -ing forms

• Explain/Elicit that the infinitive is the ba: of all verbs.
Explain/Elicit that we can use or without the preposition to. Say
then w the board: / want to play football. I ca football. Explain/Elicit
that we use to-inf after certain verbs such as would like, love,
want, expect, hope, offer, promise, decide and after be + adjective
and wit and enough. Explain/Elicit that we usi infinitive without to
with modal 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
7 To practise (to) infinitive/-/ng forms
• Explain the task and give Ss time to comple it.

• Check Ss' answers. Then ask various Ss to t( the class how the
sentences' meanings differ.
Answer Key
1 a to stand (remember
b reading (fail to remember)
2 a to buy (paused) b working (ceased)
3 a not moving (disappointment) b to inform (remorse)
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)
ENDING THE A Grammar quiz. (Teacher’s ideas)

LESSON
Values links

and why?

Use of English 1b
Date: Teacher name:
curricular topics ;
topics;
Assessment criteria
links
Plan
planned activities)
BEGINNING THE
LESSON
PRESENTATION To present disasters

AND PRACTICE • Di rect Ss' attention to the disasters in the list.
• Play the recording. Ss listen and repeat chorally and/or
individually.
• Go through the list of disasters and elicit which ones are
natural and which ones are influenced by man.
• Then elicit which disasters are shown in the pictures.
Answer Key
1 influenced by man 7 natural
2 natural 8 influenced by man
3 natural 9 natural
5 influenced by man 11 influenced by man
Picture 1 - war Picture 3 - flood

Picture 2 - rail accident Picture 4 - earthquake
b) To match disasters to headlines

• Check Ss' answers. Ask Ss to give justifications.
Answer Key
A 1 (train)
В 10 (tremors)
C 8 (oil spill, coast)
D 6 (aircraft)
E 4 (blast, chemical plant)
F 7 (hurricane)
G 3 (rising river waters)
H 2 (side of mountain collapses)
2 a) To listen for gist

Play the recording. Ss listen and match the descriptions to the pictures
To prepare a news report
• Explain the task. If necessary, assign it as HW. You can photocopy
the script for Ex. 8 for Ss to use as a model but Ss' reports should be
shorter.
• Ss work in pairs and prepare their news reports.
• Ask various Ss to read their reports to the class.
Answer Key
A1 В3 C4 D2
To describe a picture
• Ss work in pairs and choose a picture to describe to their
partner.
• Monitor the activity around the class and then ask various Ss
to describe the pictures.
In picture 1, I can see five soldiers. They are wearing army clothes.
They are all wearing gloves and hats. Four of them are looking
through binoculars and one person is writing on a piece of paper.
There is a vehicle behind them. I think it is a tank.
In picture 2, there is a large train engine. It is black with a red front
with the letters 'SP' in white. It has come off the tracks, but it hasn't
fallen over. There are two men by the side of the tracks. I think they
are discussing what to do.
In picture 3, there are a number of people walking along a raised
walkway which runs along a flooded street. The people are wearing
boots and pulling small suitcases along so I think they are being
evacuated from a flooded town. Along the side of the street there are
shops, but they are partly under the water.
In picture 4, there is a rescue worker and a 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.
• 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

LESSON
Values links

and why?
Date: Teacher name:

Learning 0.1.1 - use speaking and listening skills to solve problems creatively and
objectives(s) that cooperatively in groups;
this lesson is 10.1.5 - use feedback to set personal learning objectives;
contributing to 10.3.1 - use formal and informal language registers in talk on a wide range of general
10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on
a range of general and curricular topics;
10.5.1 - plan, write, edit and proofread work at text level independently on a range of
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
verbs with give
write an email
links
Plan
planned activities)
BEGINNING THE • Explain the task and give Ss time to complete it.
LESSON • Check Ss' answers and then ask various Ss to use the phrases
to talk about flooding in Kazakhstan.
Answer Key
1 moving 5 flood
2 heavy 6 higher
3 emergency 7 power
4 recurring 8 public
Heavy rain and extreme weather causes recurring floods in
Kazakhstan. Flood damage and moving floodwaters have affected
residential areas, power lines and public buildings.
б a) (Aim To practise prepositions & prepositional phrases
PRESENTATION • Explain the task and give Ss time to complete it.
AND PRACTICE • Check Ss' answers.
• Ss work in pairs and use the Useful Language in the box and the
headlines in Ex. 1b to make exchanges.
A: You'll never guess what's happened! Violent tremors have hit the
capital city.
B: Oh no! That's terrible!
A: Did you see the news? There's been an oil spill off the coast.
B: That's so depressing.
A: Have you heard? There was a dangerous blast at a chemical plant.
B: Really? How horrible!
A: Guess what happened! Some buildings downtown were damaged
by a hurricane.
В: I don't believe it.
A: Look at this! Rising river waters have closed roads.
B: It's awful, isn't it?
A: Did you hear about the side of a mountain that collapsed onto
some homes?
B: Oh no! That's awful!
Listening
information
• Explain the task and ask Ss to read the sentences 1-5 and
underline the key words.
• Elicit what the radio news report will be about (a train crash
and a flood). Play the recording. Ss listen and tick the sentences as
true or false.
• Check Ss' answers. You can play the recording again with
pauses for Ss to check their answers.
Answer Key
IF 2T3T4F5F
Answer Key
1 to 2 to 3 from 4 for 5 with
1 To practise prepositional phrases
Ask various Ss to use the phrases in Ex. 6a to talk about the
natural disasters in Ex. 1a.
The war led to a huge loss of life.
People who live close to snowy mountains are more likely to
experience avalanches.
The shutters protect their home from storm damage. Wars
and natural disasters are responsible for a huge loss of life.
They dealt with the livestock by moving them to higher
ground during the flood.
7 To role-play giving and reacting to bad

news
• Explain the task and ask two Ss to act out the example
exchange.
• Ss work in pairs and use the Useful Language in the box and
the headlines in Ex. 1b to make exchanges.
A: You'll never guess what's happened! Violent tremors have
hit the capital city.
B: Oh no! That's terrible!
A: Did you see the news? There's been an oil spill off the
coast.
B: That's so depressing.
A: Have you heard? There was a dangerous blast at a
chemical plant.
B: Really? How horrible!
A: Guess what happened! Some buildings downtown were
damaged by a hurricane.
В: I don't believe it.
A: Look at this! Rising river waters have closed roads.
B: It's awful, isn't it?
A: Did you hear about the side of a mountain that collapsed
onto some homes?
B: Oh no! That's awful!
• To listen to for specific information Explain the task
and ask Ss to read the sentences 1-5 and underline the key words.
• Elicit what the radio news report will be about (a train
crash and a flood). Play the recording. Ss listen and tick the sentences
as true or false.
• Check Ss' answers. You can play the recording again with
pauses for Ss to check their answers.
Answer Key
IF 2T3T4F5F
To discuss solutions to help people affected by a flood
• Explain the task and divide the class into small groups.
• Give Ss time to discuss solutions to a flood from the
perspective of the emergency services.
• Monitor the activity around the class and then ask some
groups to share their ideas with the class.
A: I would call out the coast guard to rescue people from
their homes where the streets are flooded.
B: Good idea. I think we should also take food and fresh
water to people who are safe but unable to 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)
Ask various Ss around the class to read their emails aloud to Student’s Book:
ENDING THE the class. Language Review 1c
LESSON (Other Ss listen carefully and ask questions if necessary) Workbook: 1c
Values links

and why?

Everyday English 1d
Date: Teacher name:
topics;
topics;
links
Plan
planned activities)
1 ^Ti5^ To present flood safety tips
BEGINNING THE • Direct Ss' attention to the pictures.
• Play the recording. Ss listen and repeat chorally and/or
LESSON
individually.
To talk about floods/share a

PRESENTATION personal experience
AND PRACTICE Give Ss time to think about their answers to the questions
and then ask various Ss to share their answers/personal
experiences with the class. (Ss' own answers)
2 a) [Aim To identify a text type

• Direct Ss' attention to the text and elicit what type it is
and its purpose.
• Ask various Ss to tell the class.
Answer Key
The text is a leaflet. Its purpose it to educate.
I have (not) seen a similar one before.
b) [Aim] To listen and read for specific information

• Ask Ss to guess which actions people should do and
when in a flood.
• Play the recording. Ss listen and read the text and find out if
their guesses were correct.
To listen and read for specific information
• Ask Ss to guess which actions people should do and
when in a flood.
• Play the recording. Ss listen and read the text and find out if
their guesses were correct.
Answer Key
You should turn off the electricity supply before a flood.
You should wear protective clothing and move to higher
ground during a flood. You should not walk through moving
water or drive in flooded areas during a flood.
• Explain the task and give Ss time to complete it by
thinking of an appropriate word for each gap
• Remind them to look at the key words before and
after the gaps that will help them.
Answer Key
1 where 5 from 9 out
2 as 6 to 10 to
3 your 7 what 11 before
4 off 8 can 12 it
Refer Ss to the Check these words box and ask Ss to look

Play the video for Ss and elicit their comments
To consolidate vocabulary and
information in a text
• Explain the task and give Ss time to read the
sentences and look through the text again to find the
words/phrases to complete them.
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
Listening & Speaking
information
• Ask Ss to read the questions and the answer choices.

• Play the recording. Ss listen and choose their answers
according to what they hear.
Answer Key
1C 2 8 3 В 4 A 5 C 6 В
ENDING THE
LESSON
Values links

and why?
Date: Teacher name:

topics;
topics;
about buildings
links
Plan
planned activities)
To consolidate information in a listening task
BEGINNING THE Ask various Ss to tell the class what they have learnt about
LESSON earthquake safety.
I learnt that it's important to have an emergency supply kit with
bottled water, tinned food, a first aid kit, a torch and a battery-
powered radio. I also learnt that you should write down your contact
names and 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.
PRESENTATION
AND PRACTICE Speaking
Aim] To role-play making suggestions and
agreeing/disagreeing
• Explain the task and ask two Ss to act out the
example exchange.
• Ss work in pairs and use the Useful Language in
the box and the earthquake safety tips in Ex. 5 to make
exchanges.
Suggested Answer Key ... you should stay inside the
house and go under a table or stand in a doorway away
from heavy furniture rather than to go outside.
B: That sounds great. If you are outside, though, you
should try to stay in an open place away from trees and
buildings.
Writing
• Explain the task and give Ss time to look for
information on the Internet about ways to prevent damage
in a natural disaster.
• Ss may work individually or in small groups and
then use their information to prepare a leaflet similar to
the one in Ex. 2.
• Ask various Ss to present their leaflet to the class.
Always be prepared
• Have a torch with batteries handy.
• Have a battery-operated radio available.
• Have a first-aid kit handy.
Before a hurricane
• Use storm shutters or board all windows securely.
• Protect outward doors.
• Check that oil and gas stoves are in working order;
replenish stock of fuel.
• Store all garden tools and furniture inside if
possible.
During a hurricane
• If you are evacuating, leave early so that not stranded by flooded
roads, fallen tree and traffic jams. Make sure you have enoi in your
vehicle.
• 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.
Ask various Ss to read their text to the class.
ENDING THE Alternatively, assign the task as HW and check Ss'
LESSON answers in the next lesson.
Values links

and why?
Date: Teacher name:

Learning objectives(s) 10.1.1 - use speaking and listening skills to solve problems creatively and
that this lesson is 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;
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
a global citizen.
citizen
links
Plan
planned activities)
To introduce the topic and predict the content of the
BEGINNING THE text
LESSON Writing
1 [Aim) To analyse a rubric
• Ask Ss to read through the rubric and look at the key words in
bold and answer the questions.
• Explain to Ss that it is very important to read the rubric
carefully so that they include all the points mentioned.
Answer Key
1 a story
2 readers of a travel magazine
3 about a nasty holiday experience
4 between 120-180 words
5 first-person narrative
PRESENTATION To analyse a model story

AND PRACTICE • Ask Ss to read the Writing Tip.
• Read the rubric aloud, give Ss time to read the model story
and answer the questions.
Answer Key
1 The writer sets the scene by introducing the main
characters (himself and his friend James), saying where and
when they were (travelling across the USA during a summer
holiday), and what they were doing (taking a journey on a
steam train).
BACKGROUND INFORMATION
The Bahamas is a country made up of 29 islands. It is located
in the Atlantic Ocean to the southeast of the USA off the coast
of Florida. The capital city is Nassau and the population is
around 330,000 people. It is a popular tourist destination.
Miami is a large city in the state of Florida in the southeast
United States. The population is 5.5 million people and the
city is an important commercial, 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.
2 The climax event is when the train started rocking
dangerously from side to side and people started
screaming.
3 In the end, the train slowed down and pulled into the
next station.
4 The characters felt relieved that no one was injured.
з To put events in a story in order

• Explain the task to Ss and give them time to re-read the
text and complete the task.
• In pairs, have Ss compare their answers.
Answer Key
A3 Cl E2 G6
В 7D 5 F4 H8
1 To identify adjectives in a story

• Ss do the task.
Answer Key
terrifying 2 smooth 3 screechin
To make a positive change by being a global citizen you
ENDING THE can:
LESSON volunteer for a group that helps your local community.
sign a petition that campaigns for positive action to help
the environment.
email/tweet your local MP or a world leader to encourage
them to make a positive change.
Values links

and why?
Date: Teacher name:

curricular topics ;
curricular topics;
given
links
Plan
planned activities)
BEGINNING THE 5 To identify adverbs in a story

LESSON Elicit the adverbs in the story that describe the verbs in the list
from Ss around the class.
Answer Key
1 slowly 3 dangerously 5 anxiously
2 frantically 4 quickly
To practise using adjectives and adverbs

PRESENTATION • Explain the task. Elicit which of the words in the list are
AND PRACTICE adjectives/adverbs.
• Explain that we use intensifiers (usu adverbs) to emphasise
adjectives. Intensifiers include: really, quite, completely, extremely,
absolutely, incredibly, etc.
• Ss do the task. Check Ss' answers.
Answer Key
1 deafening (adv), violently (adv).
2 absolutely (adv), massive (adj), rapidly (adv)
3 Dark (adj), heavy (adj)
4 carefully (adv)
Answer Key
A 3 a huge wave hit the jeep В 1 the characters put their
surfboards in theJ C 4 the emergency services rescued
them D 2 they went to the beach, there were < clouds and
the wind was strong
10 fAim) To write a story
• Explain the task and give Ss time to write t story
using the plan and their answers to E> Then ask various
Ss to read their stories alou
• Remind Ss to use a variety of adjectives adverbs.
• Alternatively, assign the task as HW and ch Ss'
answers in the next lesson.
Answer Key
Adverb used as an intensifier: absolutely
Other intensifiers: amazingly, entirely, remarkably,
totally
To practise using linkers that show sequence of events
• Explain the task to Ss and give them time to
complete it.
• Check answers around the class.
Answer Key
1 As soon as 4 Suddenly
2 Eventually 5 and
3 While 6 Before
To understand how to set the scene
• Ask Ss to read through the Study Skills box.
• Ask Ss to say how the writer sets the scene in the
story in Ex. 2. (who = my friend James and I, where =
travel across the USA, when = summer)
Steve could never expect his weekend trip would end like
this. Last Saturday afternoon, Steve and his friends were
enjoying themselves in their sailing boat. Suddenly, the
sky went dark and the wind began to blow hard. Huge
waves hit their boat and Steve and his friends felt
frightened.
9 due! To predict the content of a stc and practise sequence of
events; to listen foi sequence of events
• Direct Ss' attention to the pictures and s what each one
shows and ask Ss to decid which order they go.
• Play the recording. Ss listen and check.
Answer Key
A 3 a huge wave hit the jeep В 1 the characters put their
surfboards in theJ C 4 the emergency services rescued
them D 2 they went to the beach, there were < clouds
and the wind was strong
10 To write a story
• Explain the task and give Ss time to write t story using the
plan and their answers to E> Then ask various Ss to read their
stories alou
• Remind Ss to use a variety of adjectives adverbs.
Alternatively, assign the task as HW and ch Ss' answers in the
next lesson.
A Nasty Experience
It was a lovely sunny day in August. Jim and three
friends decided to go surfing at a sandy be that they knew
about 20 miles away.
After they had loaded their surfboards in the bad Jim's
jeep, they clambered inside and set off hapf. At first, the
sun was shining brightly but by the ti they got to the
beach, dark clouds began to app in the sky. The wind
started blowing hard and sea was full of big white waves.
Excited rather tl disappointed by the change in the
weather, Jim dn 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.
Values links
Reflection Use the space below to reflect
on your lesson. Answer the
Were the lesson objectives/learning most relevant questions from
objectives realistic? the box on the left about
Date: Teacher name:

curricular topics ;
curricular topics;
links
Plan
planned activities)
BEGINNING THE To listen and read for gist
LESSON • Ask Ss to look at the picture and answer the question.
• Play the recording. Ss listen and follow the text in their books.
• Ss check their answers.
Answer Key
Hurricane Katrina has seriously affected New Orleans. A
lot of people lost their homes and many others lost their
lives.
PRESENTATION 3 To read for key information

AND PRACTICE • Go through the subheadings A-G and elicit/ explain any
unknown words. Give Ss time to do the task.
Check Ss' answers. Ask Ss to justify their answers
Answer Key
1 E birth of storm - storm formed
2 В gathering strength - became stronger
3 A surrounded/water - river on two sides,
lake/north, most of city below sea level
4 G awful situation - left city/temporary shelters,
begging for help, suffering from looting
5 F help at last - eventually, moved into, get
food, pumped last of water
6 D moving on - slow recovery

• Ask Ss to read the text again and give them time to match the
words accordingly.
Answer Key declared: announced
evacuating: sending people to a place of safety
under threat: in danger
came ashore: moved from the sea to land
smashed: broke
the elderly: old people
begging: asking anxiously
looting: stealing
cope: manage
Give Ss time to complete the task, then check Ss' answers.
Answer Key
1 tropical 5 level 9 struggle
2 declare 6 shelters 10 pump
3 eye 7 rise 11 lose
4 threat 8 beg 12 recovery
3 To personalise a situation
Explain the task and ask various Ss to use the phrases in

Ex. 4 to narrate their experience to the class.
We heard about the tropical storm, but when the mayor
declared a state of emergency, we knew we had to
evacuate the city. The city is below sea level and the risk
of flooding is too great. When the eye of the storm
missed the city, some people relaxed and thought it
would be OK. We didn't. We thought it would be best to
leave and stay in temporary shelter until the danger
passed. We watched the scenes on television and saw the
waters rise. People were begging for help and struggling
to cope. We stayed away until the army had pumped the
water out of the city. After that we went back to help
rebuild the city, including our own house.
To describe a national disaster; to compare and contrast
disasters
• Explain the task and ask Ss to work in small groups and look
up information on the Internet.
• Ask various Ss to compare their disaster with the New Orleans
disaster.
In April, 2017, terrible floods happened in the areas of
Akmola, Aktobe, East Kazakhstan, Zhambyl, Karaganda,
Kostanay and North Kazakhstan.
7,115 people were evacuated and at least 70 people had to be
rescued from flood water. Around 1,500 homes have been
damaged, as well as some public buildings including a school.
The disaster is different to that of New Orleans because it was
on a much smaller scale. Fewer people were affected and
there was less damage.
For Background Information see p. 28(T)
LESSON
Values links

and why?
Date: Teacher name:

curricular topics ;
curricular topics;
links
Plan
planned activities)
BEGINNING THE To introduce the topic and read for specific information
LESSON Elicit what Ss know about tsunamis.
I know that tsunamis are huge waves that can cause
terrible damage to coastal areas.
• Ask Ss to write down three questions they would like to
ask on the topic.
• Play the recording. Ss listen and follow the text in their
books and see if they can answer the questions.
1 Why do they happen ? (They are usually caused by an
undersea earthquake.)
2 Why is there sometimes more than one at a time?
(There are often other waves following a tsunami because of
the ripple effect.)
3 How destructive can a tsunami get? (It can cause the
loss of life, flatten buildings and trees and destroy whole
ecosystems.)
PRESENTATION 2 To read for key information

AND PRACTICE • Ask Ss to read the subheadings A-G and then give them
time to read the text and complete the task.
• Check Ss' answers. Ask Ss to justify their answers.
Answer Key
1 G undersea/underwater
2 E move suddenly
3 В the water ripples
4 C wave moves, hit shore/strong and fast tide
5 F slowly get smaller
6 D powerful force, loss of life
з To read for key information

Give Ss time to complete the task and then check Ss' answers.
Extra Activity Suggested Answer Key from p. 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.)
6 You can drive in a flooded area. (F - You car
swept away.)
7 Hurricane Katrina had winds of over 270 krr:
(T)
8 A tsunami has only one wave. (F - There are of’
other waves behind it that can be just as big.)
Answer Key
1 volcanic eruption 4 shore, inland, p:
2 tectonic plates 5 flatten
3 pebble, scale
• Give Ss time to prepare their answers anc their
partners.
• Check Ss' answers by asking various pairs tc the
class.
I have learnt what causes a tsunami.
Not all tsunamis are giant waves, some are sr tides.
An undersea earthquake usually happens on a h line.
I didn't know there were underwater volcanoes
LESSON
Values links

and why?
Date: Teacher name:

this lesson is 10.2.7 - understand speaker viewpoints and extent of explicit agreement between
contributing to speakers on a range of general and curricular topics;
curricular topics ;
curricular topics;
general and curricular topics
accurately
Plan
Resources Notes
To present and practise phrasal verbs with back,
call and carry
• Go through the list of phrasal verbs and
their definitions and elicit an example for each
one from various Ss around the class using their
dictionaries to help them if necessary.
• Give Ss time to complete the task and
Answer Key
away 3 on 5 off
out 4 up 6 out
Main activities To practise prepositional phrases

• Explain the task and give Ss time to complete it and then
check Ss' answers.
• Ask Ss to start a Prepositions Section in their notebooks
and use it to list words that go with prepositions in alphabetical
order.
• Ask Ss to revise this section regularly as this will help
them use the English language in a natural way.
Answer Key
1 at 2 to 3 in 4 in 5 for
To consolidate words which are often confused

Explain the task and give Ss time to complete it and then
check Ss' answers.
Answer Key
1 stay 3 blocked 5
reached
2 shake 4 rose
Note:
• keep sb alive
• rise - rose - risen: intransitive verb - doesn't take an
object, raise - raised - raised: transitive verb - takes an object;
(raise your hand) arise - arose - arisen (for problems,
difficulties, etc.)
• arrive in a big city, arrive at a small area (village)
To form compound adjectives

explain the task.
Answer Key
1 never- 3 thought- 5
man-
2 well- 4 thirty-
To revise vocabulary from the module

answers.
Answer Key
1 tectonic 6 emergency
2 barrier 7 environmental
3 nuclear 8 sea
4 volcanic 9 take
5 relief 10 struck

consolidate information in the
• Give Ss time to complete the quiz, looking back through
Quiz
Mark the sentences T (true) or F (false). Correct the false sentences.
1 The tsunami in Japan was caused by a magnitude 7
earthquake.
2 The dam in Astana was built in 2010.
3 A baby boy became famous after surviving the
earthquake in Japan.
4 Hurricane Katrina hit New Orleans in 2005.
5 Mudslides in Kazakhstan can happen after high
temperatures.
6 Lake Pontchartrain is in the north of New Orleans.
7 Floods cause tsunamis.
8 Hurricane Katrina started as a tropical storm.
Answer Key
1 F (magnitude 9)
2 T
3 F (baby girl)
4 T
5 T
6 T
7 F (Undersea earthquakes, undersea landslides
and underwater volcanoes cause them.)
T Extra Activity
To create a quiz
• Ask Ss to read through Module 2 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
For Suggested Answer Key see p. 31(T)

• Give Ss time to read the text again and complete

the task.
Answer Key
1 A He can't stay this dose for too long because
the gases and acids will destroy his camera ...
(para 2)
2 C It takes a lot of patience ... (para 3)
3 D ...the volcano was throwing out rocks the
size of cars, so for most of the time he was
sheltering behind a large boulder! (para 4)
4 В ... but that doesn't stop him from taking
precautions because this is a job where safety is a
priority, (para 5)
5 D As Martin admits, "One has to know when
it's safe to come near and when it is a matter of
survival to stay away ..." (para 5)
Listening
2 To listen for specific information (multiple matching)
• Ask Ss to read the headings A-F.
• Play the recording. Ss listen and match them to the
speakers accordingly.
Answer Key
1C 2D 3 E 4 F 5 A
1 burst 7 declared
2 ensure 8 avoided
3 encountered 9 struck

Answer Key
1 to keep 3 moving 5 Having
2 to crawl 4 to volunteer 6 to bring
5 To consolidate prepositional phrases from the module

Answer Key
1 into 2 with 3 off 4 away 5 to
6 To match exchanges
Answer Key
IE 2C3В4D5A
7 To practise word formation
.
Answer Key
1 tropical 3 recovery 5 residential
2 powerful 4 aftershocks
check
ICT links
word etc..
about your lesson.

and why?
Module 3 Virtual reality

Date: Teacher name:
this lesson is 10.1.4 - evaluate and respond constructively to feedback from others;
contributing to 10.1.5 - use feedback to set personal learning objectives;
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;
10.2.8 - recognize inconsistencies in argument in extended talk on a range of general
and curricular subjects;
curricular topics;
some unfamiliar general and curricular topics;
10.4.2 - understand specific information and detail in extended texts on a range of
familiar general and curricular topics, and some unfamiliar topics;
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;
10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a
range of familiar general and curricular topics, and some unfamiliar general and
curricular topics;
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
Value links Virtual reality
Cross - curricular Virtual reality
links
Previous learning Virtual reality
Plan
Module Objectives
BEGINNING THE Read the title of the module Virtual reality and ask Ss to suggest what
LESSON they think the module will be about (the module is about applications of
virtual reality, materials & substances, mobile apps and computer accessories &
gadgets). Go through the objectives list to stimulate Ss' interest in the
module.
Vocabulary
1 [Aim] To introduce the topic of virtual reality
• Read the definition aloud and explain/elicit the meanings of any
unknown words.
• Then ask what Ss know about VR and what we use it for. Ask Ss to
discuss in pairs and then ask some Ss to share their answers with the class.
VR uses computer technology to create realistic images and sounds
that allows someone through a headset to feel like they are in a
virtual or imaginary environment. V\/e use VR for entertainment,
healthcare, art and education purposes.
2 a) (Aim To practise vocabulary relating to applications of

PRESENTATION virtual reality
AND PRACTICE • Ask Ss to work in pairs or small groups and match the
pictures to the applications.
• Elicit answers from around the class.
Answer Key
IB 2 F 3 E 4 A 5 C 6 D
To match applications to their
related fields
• Explain the task and read out the example.
• Give Ss time to make similar sentences and check Ss' answers
around the class.
Answer Key
Practising operating on patients without any risk is related to the field
of healthcare.
Going on a field trip without leaving the classroom is related to the
field of education.
Visiting the world's best department stores from your home is related
to the field of shopping. Simulating the construction of a new
building is related to the field of architecture.
Interacting with other gamers in immersive gameplay is related to the
field of entertainment.
Ask Ss to consider the questions, then elicit ansv from various Ss
around the class with reasons.
I think healthcare is the most important aspect of because
surgeons can practise a tricky or delii surgery without any risk to the
patient. They practise many times until they can perform the surg
perfectly. This way the risks are greatly reduced.
If we had VR headsets in our classroom I would like go somewhere
amazing like the North Pole or e\ Mars and walk around and see what
it is like then would be able to see polar bears without getting о or
being in danger and I would get to be in space another planet without
leaving the room.
Values links

and why?
Date: Teacher name:

curricular topics;
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a
curricular topics;
Value links Virtual reality
links
Plan
planned activities)
Vocabulary
BEGINNING THE • Play the recording with pauses for Ss to repeat chorally
LESSON and/or individually.
• Read the example sentence aloud and elicit similar
sentences from Ss around the class.
Answer Key
2 The key is made of metal.
3 The bottle is made of glass.
4 The chair is made of wood.
5 The box is made of plastic.
Reading & Listening

PRESENTATION Answer key
AND PRACTICE • Direct Ss' attention to the title, introduction and pictures
and elicit Ss' guesses as to what they think the text is about.
• Play the recording. Ss listen and follow the text in their
books to find out.
I expect the text to be about technology of the
future and how it will make life easier for people.
• Ask Ss to read questions 1-7 and underline the key words.
• Give Ss time to read the text and write the letter A, В or C
next to each question.
• Remind Ss that they should look for words or phrases in
texts A-C that say the same as the words and phrases they
underlined in the questions.
• Allow Ss time to complete the task.
• Check Ss' answers and ask them to justify their answers.
1 robust material
2 recycling
3 first-aid use
4 treasure-hunting
5 machine no putting together
6 shopping
7 limitless potential
1 В It's as strong as steel...
2 A You can dissolve it and use the material again
to make something new.
3 A They are also looking into its use for spray-on
bandages ...
4 C ... searching for the lost treasure
5 В It comes out as a complete bike so there's no
assembly required.
6 C ... go to a virtual department store, ...
7 В The possibilities for this new technology are
endless.

it.
Answer Key
1 assembly 4 graphics
2 turn into 5 dissolve
3 endless
Values links

and why?
Date: Teacher name:

curricular topics;
curricular topics;
links
Plan
planned activities)
BEGINNING THE Gramma revise future tenses
LESSON • Explain the task. Go through the descriptions A-G and elicit
which tense we use in each case. Refer Ss to the Grammar
Reference section for more details.
• Give Ss time to complete the task and then check Ss' answers.
Answer Key
IE ЗА 5C 7G
2D 4В 6F
• Elicit further examples from the text in Ex. 2.
Answer Key
will: will be like, there will be, will have be going to: You are going
to be able to future continuous: what will we be wearing, you'll be
doing
PRESENTATION To practise future tenses

AND PRACTICE • Explain the task. Give Ss time to complete it and then check
Ss' answers.
• Elicit the reasons for each use.
Answer Key
1 will answer - an on-the-spot decision
2 will be - a prediction based on what we believe/
imagine
3 am going to buy - a plan or intention
4 Are you working - a fixed arrangement
5 will be travelling - an action in progress at a
particular time in the future
6 won't - a promise
7 is going to play - a prediction based on what we
7 To practise future tenses using personal examples
Elicit a variety of answers from Ss around the das:
Suggested Answer Key I will be studying at school this time
next week.
I will be having an English lesson this time next wee-
I'm playing football tomorrow evening.
I'm visiting my grandparents tomorrow evening.
In the summer, I will swim in the sea.
In the summer, I will go on holiday.
I'm going to clean my room this weekend.
I'm going to watch TV this weekend.
Speaking & Writing
s ВДвм (Aim) To speculate
Give Ss three minutes to prepare their answers ar: then ask
various Ss to tell the class.

People will be able to make clothes that fit ther perfectly
with the spray-on fabric. They won't nee: to look for clothes
that are the right size. Fabrica- will also help people who
travel a lot. They won - need to pack so many clothes when
they travel.
The 3D printer will help scientists and medics to tes: their
ideas. Also, shoppers will be able to use it t: get what they
want without leaving the house.
VR headsets will make games more exciting. Surgeries will
be more successful. People can go on a V: holiday and have
amazing experiences at home.

LESSON
Values links

and why?

Use of English 1b
Date: Teacher name:
curricular topics;
curricular topics;
Assessment criteria Virtual reality
links
Plan
planned activities)
BEGINNING THE Vocabulary
LESSON 1 a) To introduce the topic and present new vocabulary
• Elicit where app comes from (application).
• Then elicit what Ss use mobile apps for and ask them
to tell their partner and make sentences using the prompts and
following the example.
• Ask various Ss to tell the class.
I use mobile apps to chat online, upload pictures and play
games.
B To talk about mobile apps and how useful they are

• Ask Ss to come up with a list of other mobile apps
they know. Then Ss compare their list with their partner's. Ss also
discuss how useful these mobile apps are.
• Give Ss some time to complete the task.
• Ask Ss to share their answers with the class.
Other mobile apps that I know are: social media, messaging,
news/weather, navigation/maps, entertainment/games,
health/exercise, etc.
I think that social media and messaging apps are useful
because they help you stay in touch with your friends.
The news/weather apps keep you updated with the latest
news as well as provide you with an hourly weather
forecast.
Navigation/Maps apps can also be very useful because they

can help you to travel around; they can tell you which way
to go and how long it will take to get there.
Health/exercise apps can record your calories and the

amount of exercise you do. This is useful for those wanting
to stay in shape and keep fit.
PRESENTATION text; to listen and read for gist

AND PRACTICE • Read out the title and ask Ss to read the first paragraph of the
text and guess what the text is about.
• Play the recording. Ss listen and read and find out.
Answer Key
The text is about new types of apps that are available.

• Explain the task. Give Ss time to read the questions and
the answer choices and then read the text again and choose the
correct answers.
Answer Key
1 A 2 В 3D 4 В 5 D

• Give Ss time to complete the task. Tell them to refer
back to the text if necessary.
1 living 5
2 live 6
3 breaking 7
basic 9 keep
real i 0 go
grab tap
7 Apps can provide us with information about the
living world.
2 There is an app that allows you to stream a high-
definition live feed of the space station's view of our planet.
3 Apps keep us updated with all the breaking news.
4 Apps are great at helping students become
independent learners.
5 There are apps that can help people learn basic skills.
6 You can track movements in the sky in real time.
7 Apps grab students' attention.
8 By tapping a touchscreen you have access to many
activities.
9 Apps keep us updated with events and news.
10 Apps allow us to learn on the go.
• Give Ss time to complete the task. Ss can look up
any words they are unsure of in their dictionaries.
Answer Key
monitoring = watching and checking carefully perform = do
revising = studying sth you have already learnt within
moments = almost immediately flora and fauna = plants and
animals whole - complete stream = watch on the Internet
Grammar
To present/practise determiners &
pre-determiners
• Ask Ss to read the theory box on p. 38 and explain
any points Ss are unsure of.
• Refer Ss to the Grammar Reference section for more
details.
• Then give Ss time to read sentences 1-8 and choose
the correct words in bold.
Answer Key
1 an 4 that 7 Each
2 those5 Both 8 twice
3 these 6 such
• Explain the task and ask Ss to read statements 1-6.
• Play the recording. Ss listen and complete the task.
To explain express opinion - agree/disagree
• Read out the rubric and explain the task.

• Ss work in pairs and discuss the questions in the rubric using
the expressions in the table and following the example.
• Monitor the activity around the class and then ask some pairs
to tell the class.
A: If you ask me, mobile apps are useful.
В: I don't agree. I think they're a waste of time.
To express creativity
• Explain the task and give Ss time to think of their own mobile
app and write a paragraph about it.
• Ask various Ss around the class to read their paragraphs
aloud.
LESSON
Values links

and why?
Date: Teacher name:

curricular topics;
curricular topics;
verbs with give
write an email
links
Plan
planned activities)
Vocabulary
BEGINNING THE • Play the recording with pauses for Ss to repeat
LESSON chorally and/or individually.
• Then give Ss time to match the words to the pictures.
Answer Key
1 speakers 5 smartphone
2 headphones 6 keyboard
3 tablet 7 monitor
4 games console8 mouse
b) To talk about computer accessories
PRESENTATION Read out the example and elicit further sentences from
AND PRACTICE Ss around the class.
И/е use speakers and headphones to listen to sound
through the computer.
We use a tablet as a portable computer.
We use a games console to play games.
We use a smartphone to make calls, send texts, take
photos and more.
We use a keyboard to enter information into a computer.
We use a monitor to view information from a computer
on the screen.
Reading & Listening
Aim To listen and read for specific information
• Ask Ss to read the definition and elicit their
answers to the question.
• Ask Ss to briefly look through the article and find
out.
3D games are more realistic than 2D games and have
immersive gameplay. Both types of games have
storylines, but 2D games are simpler and have pixelated
characters.
3 To read for cohesion 8i coherence
• Give Ss time to read the text carefully and then

match the missing sentences to the gaps.
• Tell Ss to look at the words before and after each
gap to help them choose their answers.
• Play the recording. Ss listen and read the text and
Answer Key
1 D2F3В4E5A
• Refer Ss to the Check these words box and ask Ss
to look them up in the Word List.
Space invaders is an arcade video game created by
Tomohiro Nishikado and released in 1978. It is one of the
earliest shooting games and the aim is to defeat waves of
aliens with a laser cannon to earn as many points as
possible. It was one of the forerunners of modern video
gaming and very successful.
Donkey Kong is a series of video games featuring the
adventures of an ape-like character conceived by Shigeru
Miyamoto in 1981. It was a single¬screen platform/action
puzzle game, featuring Donkey Kong as the opponent to the
character of Mario in an industrial construction setting.
Mario Bros is a platform game published and developed for
arcades by Nintendo in 1983. It was created by Shigeru
Miyamoto. Mario is an Italian- American plumber who,
along with his younger brother Luigi, has to defeat creatures
that have been coming from the sewers below New York
City. The gameplay focuses on Mario's extermination of
them by flipping them on their backs and kicking them
away.
Values links

and why?
Date: Teacher name:

curricular topics;
curricular topics;
links
Previous learning
Plan
planned activities)
BEGINNING THE • Give Ss time to answer the questions referring to the text
as necessary.
LESSON
Answer Key
1 The advantages of 2D games are that they are cheap to
produce, don't require much computer memory and are
suitable for hand-held devices. The disadvantages are
that they are simplistic with pixelated characters and only
involve one screen.
2D games are popular again because they can be played on
smartphones as a mobile game. Modern versions of 2D consoles
are now collector's items and new games are still being
produced.
I would prefer to play 3D games because I think a bigger
virtual world with realistic characters is better than a game
played on one screen with flat pixelated characters.
To consolidate new vocabulary from a text
PRESENTATION • Explain the task and give Ss time to complete it referring to
AND PRACTICE the text as necessary. Then ask Ss to make sentences based on
the text.
• Ask Ss around the class to share their answers with the rest
of the class.
Answer Key
1 game
2 hand-held
3 memory
4 downloadable
In the 1970s and 80s people played video games on game
machines.
Now people play 2D games on their smartphone or other

hand-held device.
2D games don't use too much computer memory.
3D games often have extra downloadable content. Modern

versions of 2D consoles are sold as collector's items.
The smartphone is today's must-have gadget. PlayStation and

Xbox allow people to play open world games.
Mario and Donkey Kong are platform games.

• Refer Ss to the words in bold in the text and give
them time to match them to their definitions in the list.
Answer Key
commands = orders
interact = have an effect on each other
combined = joined
defended = protected
courageous = brave
increasingly = more and more
require = need
a must = essential
Grammar
To present/practise quantifiers
• Explain that we use some in affirmative sente for
plural items and we use any in negative pi sentences and
interrogative plural sentences.
• Explain that we use much/(a) little v uncountable
nouns and many/(a) few v countable nouns.
• Explain that we use a lot of with countable
uncountable nouns.
• Refer Ss to the Grammar Reference section more
details.
• Explain the task and give Ss time to compl it. Check
Ss' answers and then elicit senten using the other words.
Answer Key
1 any 3 a lot of 5 many, a
2 few 4 much
There are some secret levels in this game.
There is very little skill required in this game. Mobile games
don't cost much money.
I have many games for my games console.
How much do VR headsets cost? There are sot expensive
ones.
To practise quantifiers
• Explain the task and give Ss time to comple it.
• Refer Ss to the Grammar Reference section ft help if
necessary.
Answer Key
1 Every 3 any
2 a number of 4 Much
For Exs 9, 10 & 11 see p. 42(T)
To analyse a rubric
• Read the Writing Tip box aloud and introduce the
type of writing, the content, layout and useful language.
• Ask Ss to read through the rubric and identify the
key words and answer the questions.
Answer Key
Key words: '3D games are the best option for the
current generation of gamers', teacher, essay giving
your opinion with reasons, 120-180 words
1 my teacher
2 my opinion with reasons
3 formal because an essay is a formal piece of writing
4 I think that there are some great non-3D games
around, but for a rich, immersive experience with excellent
graphics the best option for the current generation of gamers
is 3D games.
To practise quantifiers
• Refer Ss to the Grammar Reference section for help if
necessary.
The whole of an early platform game takes place on one
screen.
Both Donkey Kong and Mario Bros were early platform games.
Neither Space Invaders nor Mario Bros were 3D games. You

can now play either 2D or 3D versions of some games.
None of the early heroes in video games were 3D characters.

Speaking & Writing
10 (Aim) Design a video game
• Ask Ss to work in small groups and design a video game
including all the points in the rubric.
• This task may be assigned as a class or group project or as
HW according to the Ss' abilities and allotted a suitable timescale
in which to complete it.
• On completion, ask various Ss to present their video
game to the class.
(Ss' own answers)
To write about a game
• Give Ss time to write a paragraph about their game or
have Ss complete the task when they complete Ex. 10.
Have various Ss read out their paragraph to the class.
ENDING THE
LESSON
Values links

and why?
Date: Teacher name:

Learning 10.1.7 - develop and sustain a consistent argument when speaking or writing;
objectives(s) that 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
this lesson is perspectives on the world;
contributing to 10.2.8 - recognise inconsistencies in argument in extended talk on a range of general
10.3.3 - explain and justify own and others’ point of view on a wide range of general
10.4.5 deduce meaning from context in extended texts on a wide range of familiar
10.5.1 - plan, write, edit and proofread work at text level independently on a range
10.5.3 - write with grammatical accuracy 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;
variety of functions on a range of 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
about buildings
links
Plan
planned activities)
1 a) То analyse a model for content and structure
BEGINNING THE • Give Ss time to read the model and match the
LESSON paragraphs to their content.
Answer Key
A 5В 3 C 1 D 2 E 4
b) To analyse a model for content and structure

• Give Ss time to read the model again and answer the
questions.
• Elicit answers from Ss around the class.
Answer Key
1 The writer thinks that 3D games are the best option for
today's gamers.
2 3D games have excellent graphics making the game
world more believable and the game more enjoyable.
3D games have open world gameplay. Gamers
therefore have a fully immersive experience.
3 3D games need expensive hardware. As a result, people
may prefer 2D games because they cannot afford the
technology for 3D games.
To categorise linkers
• Ask Ss to read the model again and identify and categorise

PRESENTATION the linkers.
• Check Ss' answers on the board.
AND PRACTICE Answer Key
introduce an opinion - I believe
list points - To begin with
add more points - Secondly
show results - As a result/Therefore
introduce an opposite viewpoint - On the other
hand
introduce examples - For example conclude - In conclusion

To substitute linkers

• Ask Ss to check their answers with their partner.
Answer Key
I believe - In my view
To begin with - To start with
For example - For instance
As a result/therefore - Consequently
Secondly - In addition
On the other hand - However
In conclusion - To sum up
(Aim To write supporting sentences for topic sentences

• Go through the example. Elicit the conm between
the topic sentence and the supp sentences (they give
reasons).
• Give Ss time to read the topic sentence write
supporting sentences for them.
• Ask Ss around the class to read out supporting
sentences.
First of all, they present the player with dt landscapes.
Secondly, the characters they m the game have believable
facial expressions. Computer games enthusiasts will war
experience the more realistic games it off will also
provide people with an opportun have virtual trips and
holidays, at a fracti the cost of real ones.
(Aim To match viewpoints and supportir
reasons/examples.
Ask Ss to read the essay topic and elicit wh£ about
(whether 2D games should still be creai Give Ss time to
match the viewpoints t< supporting reasons/examples.
Check Ss' answers around the class.
Answer Key
Id 2c 3a 4b
To write an opinion essay
• Explain the task and give Ss time to write essay, using the plan and
their answers to Then ask various Ss to read their essays ale
• Remind Ss to use topic sentences with suppe sentences.
• Alternatively, assign the task as HW and c Ss' answers in the next
lesson.

Values links

and why?
Date: Teacher name:

Learning objectives(s) 10.1.7 - develop and sustain a consistent argument when speaking or writing;
that this lesson is 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
contributing to perspectives on the world;
10.2.8 - recognise inconsistencies in argument in extended talk on a range of
general and curricular subjects;
10.3.3 - explain and justify own and others’ point of view on a wide range of
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;
10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level]
on a range of general and curricular topics;
10.5.1 - plan, write, edit and proofread work at text level independently on a
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;
wide range of familiar general and curricular topics
a global citizen.
citizen
links
Plan
planned activities)
2 a) То analyse a model for content and structure
BEGINNING THE • Give Ss time to read the model and match the
LESSON paragraphs to their content.
Answer Key
A 5В 3 C 1 D 2 E 4
b) To analyse a model for content and structure

• Give Ss time to read the model again and answer the
questions.
Answer Key
4 The writer thinks that 3D games are the best option for
today's gamers.
5 3D games have excellent graphics making the game
world more believable and the game more enjoyable.
3D games have open world gameplay. Gamers
therefore have a fully immersive experience.
6 3D games need expensive hardware. As a result, people
may prefer 2D games because they cannot afford the
technology for 3D games.
To categorise linkers
PRESENTATION • Ask Ss to read the model again and identify and categorise
AND PRACTICE the linkers.
• Check Ss' answers on the board.
Answer Key
introduce an opinion - I believe
list points - To begin with
add more points - Secondly
show results - As a result/Therefore
introduce an opposite viewpoint - On the other
hand
introduce examples - For example conclude - In conclusion

To substitute linkers

• Ask Ss to check their answers with their partner.
Answer Key
I believe - In my view
To begin with - To start with
For example - For instance
As a result/therefore - Consequently
Secondly - In addition
On the other hand - However
In conclusion - To sum up
(Aim To write supporting sentences for topic sentences

• Go through the example. Elicit the conm between
the topic sentence and the supp sentences (they give
reasons).
• Give Ss time to read the topic sentence write
supporting sentences for them.
• Ask Ss around the class to read out supporting
sentences.
First of all, they present the player with dt landscapes.
Secondly, the characters they m the game have believable
facial expressions. Computer games enthusiasts will war
experience the more realistic games it off will also
provide people with an opportun have virtual trips and
holidays, at a fracti the cost of real ones.
(Aim To match viewpoints and supportir
reasons/examples.
Ask Ss to read the essay topic and elicit wh£ about
(whether 2D games should still be creai Give Ss time to
match the viewpoints t< supporting reasons/examples.
Answer Key
Id 2c 3a 4b
To write an opinion essay
• Explain the task and give Ss time to write essay, using the plan and
their answers to Then ask various Ss to read their essays ale
• Remind Ss to use topic sentences with suppe sentences.
• Alternatively, assign the task as HW and c Ss' answers in the next
lesson.

ENDING THE can:
the environment.
Values links

and why?
Date: Teacher name:

curricular topics;
given
1Cross - curricular Global issues
links
Plan
planned activities)
BEGINNING THE text
LESSON To introduce vocabulary from the text
Ask Ss to look at the different pieces of equipment and think
about what they do. Tell them they can check any they are not
sure of in a dictionary or online.
Elicit what they do around the class.
Suggested Answer Key A VR headset is used to view the VR
world.
A console runs a game or other software.
An HDMI cable transfers audio-visual information from one
device to another.
A display is what we see on a screen or VR headset. Headphones
allow us to hear sound.
A microphone allows us to communicate.
A controller allows us to physically interact with a VR world.
Sensors are instruments which detect heat, light, movement,
etc.
2 |1,29| To predict information in a text
PRESENTATION and to listen and read to verify the information
AND PRACTICE • Elicit a variety of answers to the question in the
rubric from various Ss around the class.
• Play the recording. Ss listen and follow the text in
their books to find out.
Answer Key
Users put on a VR headset. It is connected to a console
either wirelessly or through an HDMI cable. The display
shows them the VR world and they listen to sound
through the headphones. Controllers allow them to
physically interact with the VR environment. They can
communicate through their microphone. In the future,
sensors will detect the movements users make.
з [Aim To read for specific information
• Ask Ss to read questions 1-5 and then give them
time to read the text again and answer them.
1 The headset is connected to the console either
wirelessly or with an HDMI cable.
2 Our brains get the 3D images from the display
Extra Activity Suggested Answer Key from p. 46(T)
1 Spray-on clothes will take time to dry. (F - ... will dry
instantly.)
2 Scientists have already printed a 3D bicycle. (T)
3 There are about 300 species of plants on the planet. (F
- ... 300,000 ...)
4 The first 2D characters were only a few hundred pixels
in size. (F - .. . a few pixels ...)
5 No one plays 2D games anymore. (F - ... there still a
place in their hearts for little pixela:-. characters ...)
6 Noosa is in Australia. (T)
7 The first prize at Create Noosa is a drawing tablet. (F -
a VR system)
8 In VR in the future, you might be able to fee. when
something is hot. (T)
9
The headset follows our movements so image changes
depending on where looking.
We can't hear what is happening in world because the
headphones block it o_* Bodysuits or sensors will make
us feel the environment in the future.
Refer Ss to the Check these words box Ss to look them up
in the Word List.
Play the video for Ss and elicit their comr
4 [Aim To consolidate new vocabulary
Give Ss time to complete the task and the' Ss' answers.
Answer Key
1 surface = ground
2 audience = people at a performance
3 intrude = interrupt
4 runs = controls
5 images = pictures
6 block out = stop
7 physically = using the body
and express a personal opinion
• Give Ss five minutes to write a short summa- the
text. Remind them to use the words in Ei
• Ask various Ss around the class to read tr
summary out.
The headset covers our eyes and ears completely, console
runs the software to it, either wireless . through an HDMI
cable. The display shows us the world and we listen to
sound through the headpho-- We can communicate
through a microphone built - the headset. Controllers
allow us to physically inte-a with the environment. In the
future, sensors detect the movements we make.
Values links

and why?
Date: Teacher name:

curricular topics;
links
Plan
planned activities)
BEGINNING THE
LESSON To present and practise phrasal verbs with look and try
• Go through the list of phrasal verbs and their
definitions and elicit an example for each one from various Ss
around the class. Tell them they can use their dictionaries to
help them if necessary.
answers.
Answer Key
1 out 3 over 5 up to
2 after 4 out 6 into

PRESENTATION
To practise prepositional phrases
AND PRACTICE • Explain the task and give Ss time to complete it and
• Ask Ss to add the words to the Prepositions section in
their notebooks.
• Ask Ss to revise this section regularly as this will help
Answer Key
1 to 2 on 3 on 4 out 5 on
To consolidate words which are often confused

• Give Ss time to complete the task and then check

their answers.
Answer Key
1 choose 2 lets 3 simulate 4 skills
3 (Aim) To form adjectives from nouns/verbs
explain the task.

answers.
Answer Key
1 creative 3 frightened 5 different
2 sensible 4 relaxing
4 (Aim To consolidate collocations from the
module
Explain the task and give Ss time to complete it, then

Answer Key
1 high-definition 6 breaking
2 live 7 collector's
3 flora 8 built-in
4 generate 9 independent
5 monitor 10 must-have
110-1.6 To consolidate information in the
module
• Give Ss time to complete the quiz, looking back

through the module if necessary.
Quiz

sentences.
1 You can only wear clothes made from

spray-on fabric once.
2 It took half an hour to produce a human
ear from a 3D printer.
3 Apps do not help learners perform better
in their exams.
4 There are more than 8 million species of
animals on the planet.
5 We can stream the Earth from the
International Space Station.
6 Gamers had consoles at home in the 1970s
7 The video game Space Invaders lets
gamers attack Earth.
8 Smartphones need games that don't use
too much memory.
9 Create Noosa is a competition for
students all over the world.
Answer Key
7 F (You can wear it, wash it and wear it again ... )
2 T
3 F (... help them ... perform better in exams.)
4 T
5 T
6 F (In the 1970s and 1980s, there were no
consoles...)
7 F (... they defended Earth from aliens.)
8 T
9 F (... open to high school students from
Noosa ... )
Extra Activity
(Aim) To create a quiz
• Ask Ss to read through Module 3 and write a quiz of

their own.

• Ask Ss to exchange their quizzes, do them, and then

(An activity to consolidate the language of the lesson.) VIDEO +

ENDING THE Ask the pupils to describe any of global issues with the QUESTIONS
Values links

and why?
Date: Teacher name:

curricular topics;
links
Plan
planned activities)
BEGINNING THE
LESSON Reading
1 (Aim) To read for specific information
• Give Ss time to read the text and complete the task.
Answer Key
1 C (... allow people to create a big-screen
experience on their living room wall with their
mobiles.)
2 C (... roll out the screen from your phone so it
is
closer to the size of a laptop.)
3 В (... turning us into a cashless society.)
4 D (... large amounts of information about our
lifestyles on our phones ...)
5 D (... allowing us to use our phones to scan
our
food for harmful toxins...)
Listening
PRESENTATION 2 (Aim) ^To listen for specific information
AND PRACTICE
• Explain the task and ask Ss to read the statements.
• Play the recording. Ss listen and complete the text
with the correct information.
• Ss check their answers with their partners.
Answer Key
IF 2 T 3 T 4 F 5
Answer Key
interact6 stream
audience 7 arcade
comeback 8 lightweight
level 9 hand-held
tap 10 code
(Aim To practise vocabulary from the module

To consolidate grammar from the module
Answer Key
1 will make 6 won't let
2 are going to knock 7 am not going to be
3 starts8 turns/will turn
4 will have released 9 is getting
5 are going to buy 10 will go
To consolidate
module grammar from the
Answer Key
1 such 3 All 5 our
Aim To consolidate grammar from the module

• Check Ss' answers
Answer Key
1 a lot of 6 Neither
2 hardly any 7 a couple of
3 many 8 A few
4 A large number 9 Both
5 any 10 several
2 that 4 twice
• Explain the task and give Ss time to plan and
complete their work and then check Ss' answers.
• Alternatively assign the task as HW and check Ss'
Many people talk about virtual reality as the next big
thing in education and art. But is it useful outside of
entertainment? In my opinion, it should only be used for
entertaining people.
To start with, VR technology is not useful in education
because it is too distracting. For example, students
wouldn't listen to their teachers if there was a VR display
in the classroom. As a result, they wouldn't learn what
they were supposed to. Furthermore, some argue that art
made with VR technology isn't creative enough. For
instance, it can look like a computer made it instead of a
person. This means that people wouldn't feel inspired by
VR art. On the other hand, VR technology can be useful
in healthcare as new doctors can use it for training to
learn how to perform surgery. In this way, VR helps
make it easier for doctors to practise.
All things considered, while VR technology may have
some uses in healthcare, I believe that the fact that it is
distracting and less creative means it should only be used
in entertainment.
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.
LESSON
Values links

and why?
Date: Teacher name:

Learning 10.1.7 - develop and sustain a consistent argument when speaking or writing;
objectives(s) that 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of
this lesson is perspectives on the world;
contributing to 10.2.8 - recognise inconsistencies in argument in extended talk on a range of
10.5.1 - plan, write, edit and proofread work at text level independently on a range
curricular topics;
variety of functions on a range of general and curricular topics;
past forms and past perfect simple forms in narrative and reported speech on a wide
accurately
Plan
Resources Notes
SA according the tasks
Main activities
Ending the lesson
check
ICT links
word etc..
about your lesson.

and why?
Module 4 Organic and non-organic worlds

Date: Teacher name:
Learning
objectives(s) that 10.1.5 - use feedback to set personal learning objectives;
this lesson is 10.2.2 - understand specific information in unsupported extended talk on a wide range
contributing to of general and curricular topics, including talk on a limited range of unfamiliar topics;
10.2.4 - understand implied meaning in unsupported extended talk on a wide range of
10.2.5 - recognise the attitude or opinion of the speaker(s) in unsupported extended
talk on a wide range of general and curricular topics, including talk on a limited range
of unfamiliar 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;
10.6.6 - use a wide variety of relative, demonstrative, indefinite, quantitative
pronouns and reflexive pronoun structures on a wide range of familiar general and
curricular topics;
10.6.8 - use a variety of future active and passive and future continuous forms on a

Value links Organic and non-organic worlds
Cross - curricular Organic and non-organic worlds
links
Previous learning Organic and non-organic worlds
Plan
Module Objectives
BEGINNING THE Read the title of the module Organic and non-organic worlds and ask Ss to
suggest what they think the module will be about (the module is about
LESSON organic and non-organic food production and renewable energy sources). Go
through the objectives list to stimulate Ss' interest in the module.
Vocabulary
1 To present vocabulary relating to organic/non-organic
food production
• Direct Ss' attention to the pictures.
• Play the recording. Ss listen and repeat chorally and/or individually.
Then elicit which of the pictures relate to organic/non-organic food production.
Answer Key
Organic food production: compost, biological pesticides Non-organic
food production: chemical pesticides, GMO crops, hormones and
antibiotics, synthetic fertilisers
2 (Aim To practise vocabulary relating to organic/non-organic

PRESENTATION food production
AND PRACTICE • Ask Ss to work in pairs or small groups and match the
columns to make sentences.
• Elicit answers from around the class.
Answer Key
1C ЗА 5 G 7 E
2D 4В 6 H 8 F
In organic food production ...
biological pesticides can help reduce pests and disease.
compost is used as fertiliser.
animal feed is GMO-free and has organic ingredients.
good living conditions can help prevent disease.
In non-organic food production ...
farmers spray chemical pesticides to protect crops
from pests.
animals eat any type of food which can contain synthetic substances.
livestock are given antibiotics and hormones to prevent and treat
illness and make animals grow faster.
farmers use synthetic fertilisers to increase the growth of plants.
Ask Ss to consider the question, then elicit answers from various Ss around
the class with reasons.
think chemical pesticides and antibiotics and hormones have the worst
effect on our health because these things can have a very negative effect
on the human body and can cause diseases such as cancer.
Values links

and why?
Date: Teacher name:

Learning 10.1.5 - use feedback to set personal learning objectives;
objectives(s) that 10.2.2 - understand specific information in unsupported extended talk on a wide
this lesson is range of general and curricular topics, including talk on a limited range of unfamiliar
contributing to topics;
10.2.4 - understand implied meaning in unsupported extended talk on a wide range
of general and curricular topics, including talk on a limited range of unfamiliar
topics;
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;
curricular topics;
Value links Organic and non-organic worlds
links
Previous learning
Plan
planned activities)
Vocabulary
BEGINNING THE To present vocabulary related to food
LESSON Ask Ss to think of as many words as they can under each
heading related to food.
FRUIT: apples, pears, bananas, melon, grapes,
oranges, lemons, etc.
VEGETABLES: potatoes, carrots, broccoli, tomatoes, lettuce,
cucumbers, etc.
MEAT: beef, lamb, pork, chicken, etc.
DAIRY PRODUCTS: milk, cheese, yoghurt, butter, cream,
etc.
To talk about organic food

PRESENTATION 2 Ask Ss to talk in pairs about which organic food they buy and
give reasons why (not).
AND PRACTICE
3 Ask various Ss to tell the class.
I buy organic fruit and vegetables because I don't want to eat food
that is covered in pesticides. I don't buy organic meat and dairy
products because they are not readily available and they are very
expensive.
4 Reading Ask Ss to read the title and the headings and then
elicit what the text is about.
5 Play the recording. Ss listen, read and find out.
Answer Key
The text is about the benefits of eating organic food
6 To read for specific information
7 Ask Ss to read statements 1-6. Then give them time to read the
text again and mark them according to what they read.
8 Check Ss' answers.
Answer Key
IT 2 F 3 DS 4 T 5 F 6 F
9 Refer Ss to the Check these words box and ask Ss to look

10 Play the video for Ss and elicit their comments
11 4 To consolidate new vocabulary

12 Explain the task and give Ss time to complete it.
Values links

and why?
Date: Teacher name:

topics;
curricular topics;
links
Plan
planned activities)
BEGINNING THE Give Ss time to answer the question referring to the text as
LESSON necessary and then elicit Ss' answers.
Non-organic farming methods can have a negative impact
on the environment by polluting the soil and the water
table with pesticides and chemical fertilisers. They also
pollute our bodies with hormones and chemicals when we
eat these foods.
PRESENTATION Grammar
AND PRACTICE 4 To present/revise pronouns and
8.6.15.1 – UE15 quantifiers
5 Ask Ss to study the table and then elicit when we use the
different types of pronouns and quantifiers.
6 Refer Ss to the Grammar Reference section to check.
We use relative pronouns in relative clauses to
identify/describe the person/place/thing in the main clause.
We use demonstrative pronouns to indicate the person or

thing referred to.
We use indefinite pronouns to refer to one or more

unspecified objects, people or places.
We use reflexive pronouns with certain verbs/ prepositions

when the subject and the object of the verb are the same.
We use quantifiers to talk about a number of things at once.
To practise pronouns and quantifiers

7 Explain the task and give Ss time to complete it.
Answer Key
1 some
2 that
3 everyone
9 ourselves
10 anything
11 a few
12 Those
13 everything
Listening & Speaking

s a) To listen for specific information
• Explain the task and ask Ss to read the questions.
• Play the recording and give Ss time to make notes in
answer to the questions.
1 In Europe, shoppers can choose whether or not to
buy GM food because all GM food must be labelled. In the
USA, food manufacturers do not have to reveal if their
products contain GM ingredients.
2 Arguments against GM food include: it is dangerous
to both humans and the environment, it is harmful, the
whole organic farming industry will be destroyed because of
cross-contamination of GM crops with non-GMO crops and
GM crops will lead to more pollution because many are
designed to withstand greater applications of pesticides and
herbicides.
3 A GMO is a plant, animal or microbe that is created
when scientists combine DNA from one species with
another species by 'cutting' and 'pasting' together their DNA.
4 GM food would not end world hunger because the
world already produces too much food.
b) (Aim) To compare notes and talk about GM food
• Ask Ss to compare the notes they made in Ex. 8a
with their partner's.
• Ask some Ss to tell the class the answers to the
questions.
Writing
icfl (Aim) To give a presentation on GM
food
• Explain the task and give Ss time to go online and do
research about GM food and find out more information.
• Ask various Ss to present their information to the
class.
We can avoid most GM food and ingredients by only buying
organic products. We can also avoid certain GM ingredients
in our food. The main GM ingredients in our food are corn
(corn flour, cornmeal, corn oil, corn starch, gluten, and corn
syrup), soybeans (soy flour, lecithin, isolate, and
isoflavone), canola (canola or rapeseed oil) and cottonseed
(cottonseed oil).

LESSON
Values links

and why?

Use of English 1b
Date: Teacher name:
topics;
curricular topics;
Assessment criteria Organic and non-organic worlds
links
Plan
planned activities)
BEGINNING THE Reading and listening
LESSON • Ask Ss to look at the picture. Elicit what they can see
(a tall, round, glass building).
• Play the recording. Ss listen and repeat chorally
and/or individually.
• Ask various Ss around the class to try to answer the
questions in the rubric.
• Give Ss time to read the task and find out.
I think it's a tall building where you can grow food.
It is powered by solar panels and the produce is
grown in a solution of nutrients and water.
PRESENTATION To consolidate information in a

Play the recording. Ss listen, read and then work in pairs and tell each
AND PRACTICE
other what they learnt. Then, ask some Ss to tell the class.
I learnt that the population is going to reach 9 billion by the year
2050 and that we don't have enough farmland to grow enough
food for all those people. I learnt that scientists are trying to
come up with ideas like vertical farming. It was interesting to
learn that crops can be grown in nutrients and water instead of
soil.
• Explain the task. Give Ss time to read the text again and choose
the correct sentence for each gap.
• Check Ss' answers and elicit the Ss' reasons.
Answer Key
1C 3H 50 7В
2F 4E 6A
• Give Ss time to complete the task. Tell them to use their
dictionaries if they wish.
Answer Key
1 challenge 4 save 7 produce
2 risen 5 powered 8 rising
3 springing up 6 drains
To practise new vocabulary
• Give Ss time to complete the task. Ss can look up any words

they are unsure of in their dictionaries.
• Check Ss' answers. Give Ss time to write their sentences.
Check Ss' answers by asking various Ss to read their sentences aloud.
Answer Key
2 friendly 5 vertical 8direct
3 real 6 local
4 wind 7 costs
2 We only buy products that are environmentally friendly.
3 Feeding everyone is going to be a real challenge in the
coming years.
4 Skyscraper farms are powered by wind turbines.
5 Vertical farming may solve our problems in the future.
6 We should all try to buy local produce.
7 Transport costs are included in the products you buy.
8 Avoid direct sunlight and use sunblock if you have fair
skin.
To develop critical thinking skills
• Explain the task and give Ss time to read the text
again and write their sentences.
• Ask various Ss around the class to read their
sentences aloud.
Vertical farms are a good idea because they don't take up as
much space as traditional farms. They can benefit society
because they may be a solution to growing enough food for
an increasing population with a lack of farmland. They can
be built in cities to allow people to have access to local
produce and therefore reduce transport costs. They will be
powered by solar and wind energy and will grow a variety of
fruit and vegetables in a solution of nutrients and water.

LESSON
Values links

and why?
Date: Teacher name:

topics;
curricular topics;
verbs with give
write an email
links
Plan
planned activities)
Grammar
BEGINNING THE To present the future perfect and the future perfect continuous
LESSON • Write on the board: In the future, people will grow vegetables on
skyscraper farms. Elicit when we use the Future simple. Then,
write on
PRESENTATION the board: In the future, crops will be grown on skyscraper farms.
AND PRACTICE Elicit how we form the passive form of the future simple (will
+ be + past participle)
• Write on the board: / will have taught and say what you will
have done by the end of the day (I will have taught for 8 hours by
the end of the day.). Elicit the meaning of will have + past participle
(expresses an action that will have finished before a stated time
in the future).
• Write on the board: / will have been living and say how long
you will have been living at your house by the end of next month (By
the end of next month, I will have been living in my house for 10
years.). Elicit the meaning of will have been + verb + -ing
(expresses the duration of an action until a certain time in the
future).
• Ask Ss to read through the theory box and then find examples
in the text.
• Write answers on the board as Ss say them aloud.
Answer Key
will have risen, will require, will be, will have, will be, will be
made, will be grown, will have been travelling, will go, will be
powered, 'II save, 'll (all) be eating, won't be able to do
5 To practise the future perfect and the

future perfect continuous
Answer Key
1 will have been living
2 will have been converted
3 will have been working
4 won't have finished
5 Will we have found
6 To personalise the topic

• Read out the rubric and explain the task.
• Ss work in pairs and tell each other their answers.
• Monitor the activity around the class and then ask some pairs
to tell the class.
I hope I will have travelled abroad and I hope I will have got
a great career by the time I'm 30.
By the end of this year, I will have been learning English for
over 5 years and I will have been living in my house for over 5
years.
By the end of the century, flying cars and personal robots will
probably have been invented.
Values links

and why?
Date: Teacher name:

objectives(s) that 10.2.4 - understand implied meaning in unsupported extended talk on a wide range of
10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide
variety of noun phrases on a wide range of familiar general and curricular topics ;
links
Plan
planned activities)
Speaking
BEGINNING THE To introduce the topic; to talk about renewable energy sources
LESSON Refer Ss to the pictures and elicit what Ss now about renewable
energy sources and which one(s) are used in their country.
Ask various Ss to tell the class.
know that hydroelectric power, solar power, wind power,
geothermal energy and tidal power are all forms of renewable
energy sources from natural resources such as water, the sun,
the wind, the heat from the Earth and the sea.
(Ss' own answers)
Reading
PRESENTATION To listen and read for specific
AND PRACTICE information
• Ask Ss to read the title and the subheadings in the
text and try to answer the questions.
their books and check their answers.
• Biofuels are made from recently living organisms
such as plants and animals.
• They are mostly made from plant material.
• There are different methods to make them (e.g.
ethanol is mixed with petrol and biodiesel is mixed with
regular diesel)
• Yes and no. They are carbon neutral and they
produce less toxic chemicals than regular fuels, as well as
less pollution and less acid rain. However, it takes more
energy and natural resources to produce them, possibly
destroying natural habitats.
Aim To read for specific information
• Give Ss time to read the text again and then complete
the sentences with phrases from the text.
Answer Key
7 coal, oil and gas
2 ethanol, biodiesel and biojet fuel
3 plant material
4 corn, sugar cane, wheat, rapeseed and soybeans
5 to power engines
6 air pollution
b) TO write a summary of the text
Give Ss time to use the completed phrases to write a short

summary of the text and then ask various Ss to read out the
summary to the class.
Fossil fuels will be replaced with biofuels. Biofuels are made
from recently living organisms and they are a renewable
energy source. One benefit of biofuels is that they are
carbon neutral and don't increase the amount of carbon
dioxide in the atmosphere. They also produce less toxic
chemicals and reduce air pollution and acid rain. They are
made from plant material and some are made from animal
fats. However, some people say that they use more natural
resources to produce.
1 a) To understand the author's attitude/opinion

Ask various Ss to tell the class about the author's
opinion and justify their answers using the text.
think the author is generally in favour of biofuels because even
though he/she presents a balanced argument, he/she believes
using biofuels is a positive move (it is a good start).
To discuss biofuels and alternative energy sources and
express an opinion
• Have Ss talk in pairs about the use of biofuels giving
reasons and expressing their opinions on renewable energy
sources.
• Have some Ss share their answers with the class.
A: I think we should encourage the production of biofuels to
replace the use of fossil fuels but not to the point that there is
not enough land for food production or to the point where
natural habitats are being destroyed.
В: I agree and I think we should also use other renewable
energy sources as well to have a balance. For example, we
can have solar powered vehicles that use biofuel as a backup
for when the solar power is not enough such as on cloudy
days.
Listening
• Ask Ss to read the questions and the answer choices and
think about the key words.
• Play the recording and give Ss time to choose their
answers.
Answer Key
IB 2 А ЗА 4 A 5 В
ENDING THE
LESSON
Values links

and why?
Date: Teacher name:

objectives(s) that 10.2.4 - understand implied meaning in unsupported extended talk on a wide range of
about buildings
links
Plan
planned activities)
To present a renewable resource
BEGINNING THE Give Ss time to research online for information about another
LESSON renewable energy resources and prepare a short presentation
for the class.
Remind Ss to use the text in Ex. 2 as a model and then
proofread their work. Ask Ss to present their piece of writing
to the class.
Elicit feedback and then have Ss make corrections.

PRESENTATION Hydropower
What is it?
AND PRACTICE Hydropower is an excellent renewable energy source because,
on a planet that is 70% water, it can never run out.
How does it work?
Hydroelectric power schemes store water high up in dams or
reservoirs. The more water in the dam, the more electricity
that can be produced. The dam has gates which open and
close to regulate the amount of water that is released into the
pipes. As the water flows through the pipes energy is
produced by the movement of the water. The force and high
pressure of the water turns a series of shafts in a generator.
Spinning shafts in the generator charges millions of coils and
magnets to create electricity, which is regulated by a
transformer. This is then transported through cables to homes
and factories. What are the benefits?
The benefits of hydropower are that the water is not used up.
Thanks to the water cycle, it is returned to the reservoir. Also,
hydropower is completely carbon neutral and does not
produce any greenhouse gases. Furthermore, it does not
produce any pollution at all.
What are the drawbacks?
The drawback to hydropower is that to build a dam there has
to be valleys and rivers that flow all year round. This way, the
fullest effect of the waters energy can be tapped. Hydropower
may not be an option for countries with no fast-flowing water.
Also, it can have some negative impact on animals and plants
in the water.
Conclusion
Overall, hydropower is a is the most important and widely-
used renewable source of energy that doesn't cause global
warming because it doesn't release dangerous greenhouse
gases.
Values links

and why?
Date: Teacher name:

Learning objectives(s) 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
that this lesson is 10.2.4 - understand implied meaning in unsupported extended talk on a wide range
contributing to of general and curricular topics, including talk on a limited range of unfamiliar
topics;
10.2.7 - understand speaker viewpoints and extent of explicit agreement between
a global citizen.
citizen
links
Plan
planned activities)
BEGINNING THE text
LESSON
Writing
1 To analyse a rubric
• Read the Writing Tips box aloud and introduce the type
of writing, content, layout and useful language.
• Ask Ss to read through the rubric, identify the key words
and answer the questions.
Answer Key
1 a for-and-against essay
2 formal
3 A-1,3, 4, 5, 7 3-2, 6,3
PRESENTATION 2 To identify starting/ending

AND PRACTICE techniques
• Give Ss time to read the essay and elicit which techniques
the writer has used to start/end the essay.
Answer Key
The writer addresses the reader directly and uses a
rhetorical question to start the essay. Then a quotation is
used to end the essay.
з To analyse a model for content and

structure
• Give Ss time to read the model again and match the
paragraphs to their content.
Answer Key
1 presents the topic
2 gives the arguments for the topic
3 gives the arguments against the topic
gives the writer's opinion
• Ask Ss to read the examples in the box on linkers.

• Then explain the task and give Ss time to
complete it.
• Check Ss' answers and then ask them to suggest
suitable alternative from the box.
Answer Key
1 To begin with, For example
2 Some people feel that, because
3 In contrast, For instance
To start with = Firstly, Firstly = First of all, For example
= For instance, In this way = As a result, Secondly = In
addition, Therefore = As a result, On the other hand =
However, To begin with = Firstly, Since = As, Moreover
= Furthermore, as a result = therefore, All in all = In
conclusion
To order sentences into a paragraph
and identify/substitute the topic sentence
• Give Ss time to read the sentences and put them in
order to form a cohesive paragraph. Check Ss' answers.
• Elicit the topic sentence and then ask Ss around
the class to suggest a suitable alternative.
Answer Key
A5 В3C2D1E4
There are many advantages to using biofuels in our
vehicles./There are a number of benefits to using
biofuels.
Your turn
To analyse a rubric
• Ask Ss to read through the rubric, underline the key
words and answer the questions.
Answer Key
1 a for-and-against essay, students
2 1 - present the topic, 2 - the pros of biofuels,
3 - the cons of biofuels, 4 - my opinion
3 I could begin with a rhetorical question and end by addressing the
reader
4 1B (in favour) 2C (against) ЗА (in favour)
4 They don't increase the amount of carbon dioxide (a
greenhouse gas) in the atmosphere. They are mostly carbon
neutral meaning they put into the atmosphere less or the
same amount of carbon as they take out.
When land is used for biofuels it is not used for food
crops. There may not be enough land to grow food.
2 To write a for-and-against essay

• Explain the task and give Ss time to write their essay using
the plan and their answers to Ex. 6. Then ask various Ss to read
their essays aloud.
• Remind Ss to use linkers.
• Alternatively, assign the task as HW and check Ss' answers
in the next lesson.

Wouldn't the world be a better place if there were less
exhaust fumes from petrol and diesel engines? Well, this
could happen if more people switched to biofuels to run
their vehicles.
There are many advantages to using biofuels in our
vehicles. First of all, they are a renewable energy source.
This means that they can easily be replaced by growing
more crops. What is more, biofuels are better for the
environment. They produce less of the harmful chemicals
that cause air pollution and acid rain.
On the other hand, there are some disadvantages to fossil
fuels. To start with, the production of biofuels requires a
lot of resources. This means that land, water and a lot of
energy is required to grow crops.
All in all, I believe using biofuels is better than using
fossil fuels and more cars should use them. Whilst more
cars may run on clean energy such as electricity and solar
power in the future, using biofuels in vehicles is a step in
the right direction, wouldn't you agree?
ENDING THE can:
the environment.
Values links

and why?
Date: Teacher name:

topics;
given
links
Plan
planned activities)
BEGINNING THE То introduce the topic and read for gist

LESSON Ask Ss to read the title and look at the pictures.
Have Ss guess what the text is about.
Ss read to find out.
Answer Key
think the text is about the organic industry in the UK.
Answer Key
1 industry

PRESENTATION • Give Ss time to prepare a short summary of the text using
AND PRACTICE their answers to Ex. 3a.
• Ask various Ss around the class to share their answers with
the rest of the class.
The organic industry is booming in the UK because more and
more people want to buy clothes made from organic cotton
and wool without synthetic chemicals like non-organic
materials have. The popularity of chemical-free clothing is
increasing and there will soon be a larger choice available.
People in the UK are also buying organic toiletries and beauty
products. These have an official certified organic logo on
them. They are more expensive than non-organic alternatives
but they are safer and the organic health and wellbeing sector
is now worth more than £61.2 million.
To write a paragraph about the
organic industry in your country
• Give Ss time to collect information about the organic
industry in their country and write a text about it. Then ask
various Ss to read out their text to the class.
• Alternatively, assign the task as HW and ask Ss to give
read out their texts in the next lesson. 4 wool
2 synthetic 5 chem
ENDING THE
LESSON
Additional information 3 alte
Values links

and why?
Date: Teacher name:

topics;
links
Plan
planned activities)
BEGINNING THE
LESSON • Ask Ss to read sentences 1-10 and then ask various
Ss around the class to say which one(s) best describe(s) them.
• Elicit/Explain any unknown words.
Sentence 2 - I always check where and how a product
was made. I read the labels on the clothes I buy and if I
hear in the news about stores that use cheap labour, I
avoid going to them. Also sentence 3 - / often shop
online. I believe you can find some real bargains by
shopping on websites.
b) To express a personal opinion

and to listen and read to verify
information
• Elicit a variety of answers to the question in the rubric
from various Ss around the class.
their books to find out.
A responsible shopper knows where and how the
products they buy are made. They buy fair trade
products. They buy products that use fewer natural
resources and that don't have unnecessary packaging.
They buy second-hand goods and they recycle.
Responsible shoppers don't buy anything that is
unnecessary and they don't pay too much.
PRESENTATION 3 To read for specific information

AND PRACTICE • Ask Ss to read the incomplete sentences 1-6 and then
give them time to read the text again and complete them.
1 manufacture their goods
2 the goods have been made under acceptable working
conditions
3 goods are often much better quality than cheaply
made new products for sale at similar prices
4 try to recycle our belongings
5 to avoid paying too much
6 to save money
(Aim)
Give Ss time to complete the task and then check
Ss' answers.
Answer Key
1 human 4 reduced 7 wisely
2 child 5 take 8 seasonal
3 working 6 hard-earned
THINK!
To consolidate information
in a text and express a personal opinion

• Give Ss three minutes to write a few sentences
expressing their opinion on how the information in the
text may have changed their perspective and helped them.
• Ask various Ss around the class to read their
sentences out.
The text made me realise that I don't think enough about
where and how the things I buy were manufactured.
Because of it, I will start doing some research on the big
stores that I use. This will stop me paying money to
companies that use child labour or have unacceptable
working conditions.
LESSON
Values links

and why?
Date: Teacher name:

topics;
links
Plan
planned activities)
BEGINNING THE To present and practise phrasal verbs with do, drop and
LESSON get
Go through the list of phrasal verbs and their definitions
and elicit an example for each one from various Ss
around the class using their dictionaries to help them if
necessary.
answers.
out 3 along 5 over
up 4 by 6 across
PRESENTATION To practice prepositional phrases

AND PRACTICE • Explain the task, give Ss time to complete it and
• Ask Ss to add the words to the Prepositions
section in their notebooks.
• Ask Ss to revise this section regularly as this will
help them use the English language in a natural way.
Answer Key
1 at 3 for 5 to 7 from
2 of 4 on 6 from
в Aim To form verbs from nouns/adjectives
• Read the theory box and the examples aloud and
then explain the task.
• Give Ss time to complete the task and then check
Ss' answers.
Answer Key
1 shorten 3 ensure 5 encourage
2 strengthen 4 enlarge
Aim To consolidate collocations from the module
Answer Key
1 advice 4 natural 7 produce
2 vertical 5 responsible 8
organic
3 environmentally 6 animal
To consolidate words which are often

confused
check their answers
• Give Ss time to complete the quiz, looking back through the
module if necessary.
Quiz
Mark the sentences T (true) or F (false).
Correct the false sentences.
1 Animals have better living conditions on organic farms.
2 Synthetic fertilisers prevent crop damage.........
3 More than 90% of our farmland is in use...........
4 Fossil fuels come from living things.
5 Ethanol is used to power jet engines.
6 Biofuel production could lead to loss of habitat.
7 The organic industry in the UK is worth over £2 billion.
8 New products are sold off at reduced prices in charity
shops.
1 T
2 F (Synthetic fertilisers harm plant and animal
life.)
3 F (80%)
4 T
5 F (Ethanol is used to power cars.)
6 T
7 T
8 F (Products are sold off at reduced prices in
sales.)
Extra Activity
Win) To create a quiz
• Ask Ss to read through Module 4 and write a quiz
of their own.
LESSON
Values links

and why?
Date: Teacher name:

objectives(s) that 10.2.4 - understand implied meaning in unsupported extended talk on a wide range
this lesson is of general and curricular topics, including talk on a limited range of unfamiliar topics;
accurately
Plan
Resources Notes
(Aim To read for specific information
• Give Ss time to read the text again
and complete the task.
• Check Ss' answers. Ask Ss to justify
their answers.
Answer Key
1 A (As I approached, I was
immediately shocked
by the dirty, rundown building.)
2 C (I'd finished just four. My
supervisor came
over and told me disapprovingly that if I
continued like that, I wouldn't get paid.)
3 A ("It's the factory or the street and
if you say
anything, you lose your job." The other
girls nodded in agreement.)
4 D (I never managed to work fast
enough or
well enough, so my wages were lowered ...
demoted to lowliest position)
5 В (I hope that when people see the
documentary,
they’ll think twice before grabbing that
cheap pair of jeans in the future. \Ne all
need to understand the true cost of cheap
clothes.)
Main activities Listening

• Explain the task and ask Ss to read the text.
• Play the recording. Ss listen and complete the text with
the correct word.
• Ss check their answers with their partners.
Answer Key
1 organic 5 delivered
2 space 6 neighbours
3 gardening 7 friends
4 compost and nutrients 8 full-time
з (Aim) To practise vocabulary from the
module
Answer Key
1 converted 5 resources 9 certified
2 power 6 solution 10 shortage
3 nutrients 7 substances
4 renewable 8 Compost
4 (Aim) To consolidate grammar from the

module
Answer Key
1 will have run
2 will have been working
3 will have created
4 will have opened
5 (Aim) To consolidate grammar from the
module
Answer Key
1 any 4 This 7 myself
2 anyone 5 who 8 anything
3 himself 6 These
6 (Aim To consolidate prepositional phrases

from the module
To consolidate word formation
answers.
Answer Key
7 resistant 2 beneficial
8 (Aim To write a for-and-against essay
• Explain the task and give Ss time to plan and
complete their work and then check Ss' answers.
• Alternatively assign the task as HW and
check Ss' answers in the next lesson.
Wouldn't we all be healthier if the food we ate and
the products we used had no chemicals in them?
Well, this could happen if everyone only bought
organic products.
There are many advantages to using organic
products. First of all, organic products are produced
without chemicals, hormones and GMOs. Therefore,
they are not harmful to our health. In addition,
organic food is more nutritious. It contains more
nutrients than non- organic food.
On the other hand, there are some disadvantages to
using only organic products. To start with, as they
cost more to produce, they are more expensive to
buy. This means that you will spend more money on
your shopping. Also, they don't last very long as
they don't contain preservatives. This means that you
have to go shopping more often.
All in all, I believe using organic products is the
right thing to do. It is healthier and safer than the
alternatives even if it is a bit more expensive. After
all, how can we put a price on good health?
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.
check
ICT links
word etc..
about your lesson.

and why?
MODULE 5 Reading for pleasure
LESSON: Module 5 Lesson 1-2 School:

Date: Teacher name:
CLASS: 10 Number present: absent:
Learning 10.1.2 - use speaking and listening skills to provide sensitive feedback to
objectives(s) that peers10.C3 respect differing points of view;
contributing to 10.1.6 - organise and present information clearly to others;
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general
10.3.1 - use formal and informal language registers in talk on a wide range of general
10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and
unfamiliar general and curricular topics;
10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of
10.6.5 - use a wide variety of question types on a wide range of familiar general and
curricular topics;
curricular topics
Aim To present/practise vocabulary for capabilities of the human brain

use some target language correctly in response to speaking and writing task prompts
and in exchanges
use a range of target language correctly in response to speaking and writing task
prompts and in exchanges
use a range of target language correctly in response to a wider range of speaking and
writing task prompts and in exchanges
Previous learning basic vocabulary
Plan
Resources Notes
Beginning the lesson R ead the title of the module Reading for
pleasure and ask Ss to suggest what they
think the module will be about (the module
is about types of literature). Go through the
objectives list to stimulate Ss' interest in the
module.
Main To present vocabulary for types of

Activities literature; to introduce the topic
• Direct Ss to the pictures. Explain that they show book

covers for different types of literature.
• Elicit which ones are fiction and which ones are non-
fiction from Ss around the class.
Answer Key
Fiction: A, C, D, H Non-fiction: В, E, F, G
Aim] To talk about types of books; to present adjectives
• Read out the adjectives in the list and explain/ elicit their
meanings.
• Then ask Ss to read the example and elicit similar
sentences from Ss around the class about which books they like
to read and why.
I enjoy science-fiction books as I find them thrilling
and imaginative.
I don't like travel books. I find them a waste of time.
G .e Ss time to read the text and answer the question. Elicit an
answer from the class.
Answer Key
H.G. Wells wrote science-fiction novels.
• Have Ss ask and answer questions in pairs about H.G.
Wells following the example.
• Monitor the activity around the class.
B: He worked as a shop assistant, a chemist's assistant, a teaching
assistant and a teacher. What did he study at college?
A: He studied biology. Who did he marry?
B: He married Amy Catherine Robbins. What was his first novel?
A: 'The Time Machine'. What other novels did he write?
B: 'The Invisible Man' and 'The War of the Worlds'.
When did he die?
A: In 1946.
5 (Aim) To read for specific information (T/F/DS statements)
• Explain the task and ask Ss to read the statements and
then read the text and mark them according to what they read.
Answer Key
IT 2 F 3 T 4 DS 5 F
To identify and discuss text types
• Ask Ss to read the theory box. Explain/Elicit the meanings
of any unknown words.
• Then ask Ss to identify the text types in Exs 3 & 5 and
justify their answers by giving reasons using the information in
the theory box.
The text in Ex. 3 is a biography. It is non-fiction because it is fact-
based; it informs the reader about a real person and events in
their life; it is not a narrative; and it has an introduction, a main
body and a conclusion.
The text in Ex. 5 is a review. It is non-fiction because it is fact-
based; it informs the reader about a real book; it is written
without a point of view (1st- 2nd- 3rd-person); and it has an
introduction, a main body and a conclusion.
7 (Aim To identify character development
through emotions in a literary extract
Give Ss time to read the extract and elicit how the characters
express their fears.
The narrator expresses his fears physically by walking around and
shouting (lines 4-5). Then he expresses his fear by doing
something careless and dangerous (lines 42-43). He also
expresses his fears by letting his imagination run wild (lines 3-4).
He also expresses his fears in his description of others (lines 31-
32).
The curate expresses his fears physically in the way he acts like a
helpless child (lines 23-24) and the way he followed the narrator
(lines 25-26). He also expresses his fears verbally by trying to
reassure himself (line 20).
They both express their fears in their actions when they are
hiding in fear, when they are too scared to move, and when they
are running away (lines 36-37, 51-52).
Ending the Ask some pairs to ask and answer in front of the class.
lesson
Differentiation – how do you plan Assessment – how are you planning to check Cross-curricular
to give more support? How do you learners’ learning? links
plan to challenge the more able Health and safety
learners? check
ICT links
prompt less able learners to engage in monitor for spoken accuracy in elicitation and cross curricular links:
whole class checking and plenary checking tasks and use a range of oral languages [TV
activities with supportive questioning correction techniques genres]
provide headings for final note
writing task
challenge more able learners to give
reasons for their views and to say
how they view content
Lesson plan Reading for pleasure

Date: Teacher name:
Learning 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers10.C3
objectives(s) respect differing points of view;
that this lesson 10.1.4 - evaluate and respond constructively to feedback from others;
is contributing 10.1.6 - organise and present information clearly to others;
to 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers
10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and
curricular subjects;
10.3.1 - use formal and informal language registers in talk on a wide range of general and
curricular 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;
10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general
10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and
which is spelt accurately;
curricular topics;
curricular topics
Lesson All learners will be able to:
objectives identify some specific information and key ideas in texts and use some target language to
express views and comment on some views of others with support
identify most specific information and key ideas in texts and use a range of target language
to express views and comment on some views of others with support
identify all specific information and most key ideas in texts and use a range of target
language to express views and comment on views of others with little support
Previous
learning
Plan
Planned Planned activities Excel Teacher
timings Resources Notes
Beginning the Ss revise the vocabulary of the previous lesson
lesson
То read for specific information

Main • Ask Ss to read the questions and answer choices and give them
Activities time to read the extract again and choose their answers
according to what they read.
Answer Key
1 В2 В ЗА
To describe a fictional object from an extract
• Give Ss time to read the extract again and list all the words used to
describe tripods.
• Then ask Ss to use the words to describe a tripod to their partner.
• Monitor the activity around the class and then ask some Ss to tell
the class.
Answer Key
taller than the trees and metallic, towering, long legs, Heat-Ray, metal
container hanging like a workman's basket behind him
The tripods are taller than the trees and metallic. They have long legs, a
Heat-Ray, and a metal container hanging behind them.
To compare fiction and non-fiction
Elicit comparisons from Ss around the class. Tell them to refer to the
table in Ex. 6 if necessary.
The extract is about an imaginary series of events featuring fictional
characters, but the biography and the review are factual about a real person
and a real book. The purpose of the extract is to entertain, but the purpose
of the biography and the review is to inform. The extract is in the first-
person point of view, but the biography is in the third-person and the
review has no person. The extract has a plot that is being advanced, but the
biography and the review both contain an introduction, a main body and a
conclusion. The language in the extract is very stylistic and descriptive, but
the language in the biography and the review is less descriptive and plainer.
To listen for specific information; to complete a Venn diagram
Play the recording. Ss listen and complete the Venn diagram in
their notebooks
To compare the personalities of two
characters from a literary extract
• Explain the task and give Ss time to formulate their answers

referring to the extract in Ex. 7 and the ideas in Ex. 11 to help them.
The narrator is worried because he doesn't know where his wife is (lines 2-3
and line 11). He is also courageous (lines 42-43) because he wants to try
and find her even though the Martians' deadly machines are close by. The
curate, on the other hand, is selfish (line 12) because he is complaining
about the situation, but he isn't helping change it. He is also childish (lines
23-24) and unable to keep calm as well as foolish because he is saying that
the house is safe, when it clearly isn't (line 20). Both the narrator and the
curate are scared (lines 36-37).
To present and practise conjunctions
• Ask Ss to read the theory box and then give them time to read the
sentences 1-7 and choose the correct conjunction.
Answer Key
1 despite 5 However
2 however 6 because
3 both 7 although
4 What is more
lesson
plan to challenge the more able Health and
learners? safety check
ICT links
Values links
support less able learners in check learner comprehension using thumbs up or cross-curricular
comprehension task by encouraging down technique and follow-up questioning links: literature
them to scan text quickly to find a [film genres]
section of the text that contains the
answer.
provide challenge for more able monitor production error in pair and whole class
learners by asking them to form a checking discussions and feedback to whole class
range of questions about the
information in the table
about your lesson.

and why?
LESSON: Module 5 Lesson 5 -6 School:

Date: Teacher name:
curricular topics;
curricular topics
identify some specific information in the listening text and use some functional
language correctly in speaking and email writing task with support
identify most specific information in the listening text and use a range of functional
identify all specific information in the listening text and use a range of functional
language correctly in speaking and email writing task with little support
Previous learning Physical structure of the human brain
Plan
Resources Notes
Beginning the lesson To complete a graphic organiser
the graphic organiser referring to the extract
in Ex. 7.
• Then ask Ss to use their notes and suitable
conjunctions to write a summary of the
extract.
Characters: the narrator, the curate (the
narrator's brother and cousin)
Setting: an empty house in Halliford, England
Main events: black smoke around house, men
prisoners, Monday morning, tripod washed it
away, narrator decided to leave, curate came
with him, roads full of scared people, saw
Martians at Kew, hid in shed, narrator sets off
before dark, curate follows, saw a tripod
chasing men, Martian picked them up and
threw them into a metal container, froze in
fear, ran for lives
The narrator and the curate are in an empty
house in Halliford, England. There is black
smoke around the house which makes the
men prisoners. On Monday morning, a
tripod washed it away and the narrator
decided to leave. The curate came with
him. The roads were full of scared people.
They saw some Martians at Kew and they
hid in a shed. Then the narrator set off
again before dark. The curate followed
him. They saw a tripod chasing some men.
A Martian picked them up and threw them
into a metal container. The narrator and the
curate froze in fear and then they ran for their
lives.
Main
Activities To present, identify and practise
find examples in the extract in Ex. 7.
• Elicit answers from around the class and then elicit each
type of figurative language used in the sentences 1-6.
Answer Key
Simile: like frightened animals, like a workman's basket
Metaphor: he was a child, frozen with fear Personification: the
Black Smoke had crept around the house
1 simile (fought like lions)
2 metaphor (bomb site)
3 personification (flowers danced)
4 personification (wind howled)
5 simile (sly as a fox)
6 metaphor (heart of stone)
To read and consolidate information
• Ask Ss to read the novel The War of the Worlds at home. Direct
them to www.projectgutenberg.com for an online version. In a
future lesson after Ss have read the book, ask Ss to answer the
questions to test their knowledge.
• Alternatively, have Ss guess the answers to the questions and then
read the book and correct their guesses at a future time.
• If it is not feasible to read the book have Ss read a plot summary
of the book on Wikipedia or a similar website and then complete
the quiz.
Ending the Ask S’s to read out their quiz to the class and give the
lesson answers
learners? check
ICT links
provide more support for less able correct learners’ oral responses using a range of Values links
ICT links: email
writers through suggested sentence feedback techniques including delayed response options
starters wait-time
provide further challenge in the take in learners extended email writing to assess
writing task for stronger writers by at the end of the lesson
asking them to include particular
target words in their email
about your lesson.
and why?

Date: Teacher name:
curricular topics;
curricular topics
use some target structures accurately in more controlled and freer production tasks
with some support
use most target structures accurately in more controlled and freer production tasks
with some support
with little support
Previous learning
Plan
Resources Notes
Beginning the lesson To compare a novel with a film
• Ask Ss to watch the film adaptation of
The War of the Worlds or rent the DVD
and play it in class. If this is not feasible,
ask Ss to read a plot summary for the film
at www.wikipedia.org or www.imdb.com
and compare it to the plot of the book.
The film is completely different to the book in a
number of ways. The characters are different. In
the film, the main characters are Ray Ferrier and
his children, Rachel and Robbie. In the book,
the main characters are the narrator and his
wife, the curate and the artilleryman. The
setting is different. The film is set in the USA
and the book is set in the UK. On the whole the
plots are very different, but the main idea is the
same that Martians come to Earth, cause lots of
death and destruction and are then killed by
simple bacteria.
Main To read for gist/specific information

Activities Ask Ss to read the newspaper headlines and the extracts and say
how they are related to The War of the Worlds.
The first extract is about how people believed Earth was being
attacked by Martians when The War of the Worlds was first
broadcast over the radio in 1938. They didn't understand it was a
fictional drama.
The second extract explains that the first story over exaggerates
what really happened and although some people were frightened,
there was no mass hysteria.
Aim To compare and contrast two news articles
• Ask Ss to read the news articles again and compare and
contrast the presentation of the reaction to Orson Welles'
version of The War of the Worlds.
• Elicit comparison from Ss around the class and which one
Ss believe and why.
The first article presents the public reaction as hysteria with many
injuries and calls to the police. The second article presents the public
reaction as mild and claims that the initial reports were exaggerated.
It says that some people were frightened, but not in a complete
panic. It claims that the newspapers at the time misrepresented the
story to make it more news worthy.
I believe the report from 2011 because I think it is very possible that
it made the story more exciting. I don't think people were so easily
fooled by a radio programme.
express an opinion
Ask various Ss around the class to tell the rest of the class how
they would represent the story if they were to film the story
today in their country.
I would keep it very closely to the original story. The main characters
would be the narrator, another man like the curate, but perhaps he
would be a farmer or a villager instead of a type of priest. The place
would be a country village and a large city as in the book and I
would include a lot of special effects for the aliens. The plot would
be the same as the book with only a few changes to make it more
relevant to the present day. The Martians would be aliens from
another planet because we know a lot more about Mars these days
and we know there are no Martians. They would still have weapons
like the Heat-Ray and the Black Smoke because these are still very
scary. However, the ending would be the same as it is logical that
bacteria could kill aliens.
Ending the To create a poster
lesson Explain the task. Divide Ss into small groups and tell
them to research online and create a poster about how
activate intelligence. Allow time for Ss to complete
the task or assign it as HW. Ask various Ss around the
class to present their poster to the class.
Check Ss’ answers around the class.
Differentiation – how do you plan Assessment – how are you planning to Cross-curricular
to give more support? How do you check learners’ learning? links
learners? check
ICT links
monitor less able learners in group use concept checking questions to check Values links links:
cross-curricular
work and give further modelling and learner understanding of why passive is languages [contrasts
drilling support used with L1]
challenge more able learners to give assess pronunciation in oral and checking
multiple [and/or] answers in practice stages of the lesson [particularly weak form
exercises ‘was’]
about your lesson.

and why?

Date: Teacher name:
curricular topics;
curricular topics
with some support
with some support

with little support
Previous learning
Plan
Resources Notes
Beginning the lesson To practise pronunciation of situational
language
Play the recording. Ss listen and repeat
chorally and/or individual Pay attention to
Ss’ pronunciation and intonation and
correct as necessary.
Main Discussing and preparing project about different books

Activities and stories
Ending the write own biography Check Ss’ answers around the class.
lesson
Differentiation – how do you plan to Assessment – how are you planning to check Cross-curricular
give more support? How do you learners’ learning? links
learners? check
ICT links
Values links
monitor less able learners in group use concept checking questions to check cross-curricular
work and give further modelling learner understanding of why passive is used links: languages
and drilling support [contrasts with L1]
multiple [and/or] answers in stages of the lesson [particularly weak form
practice exercises ‘was’]
about your lesson.

and why?
MODULE 6 “The human brain”
LESSON: Module 6 Lesson1 School:

Date: Teacher name:
CLASS: 10 Number present: absent:
Learning 10.2.7
objectives(s) that 10.1.10
this lesson is 10.3.2
contributing to 10.3.3
10.3.4
10.5.2
10.3.5
10.3.7
10.5.2
Aim To present/practise vocabulary for capabilities of the human brain

use some target language correctly in response to speaking and writing task prompts
and in exchanges
use a range of target language correctly in response to speaking and writing task
prompts and in exchanges
use a range of target language correctly in response to a wider range of speaking and
writing task prompts and in exchanges
Previous learning basic vocabulary
Plan
Resources Notes
Beginning the lesson Module Objectives
Read the title of the module The human
brain and ask Ss to suggest what they think
the module will be about (the module is
about capabilities of the human brain and
stress and advice). Go through the
objectives list to-stimulate Ss' interest in
the module.
Main 1A To present the module The human brain SB p. 69

Activities Give Ss time to read the texts A-D and complete the gaps
with the words in the lists. Give Ss time to discuss in pairs
10.5.2 other things that the brain can do.
Elicit answers from around the class.
Check Ss' answers.
Answer Key
1 experience 5 identify 9 written
2 react 6 strong 10 imagine
3 beat 7 learn 11 tell
4 enjoy 8 converts 12 invent
1B To discuss capabilities of the human brain

10.3.5 Give Ss time to discuss in pairs other things that the brain
10.3.7 can do.
Elicit answers from around the class.
The brain controls body temperature, blood pressure, heart
rate and breathing.
It handles all the information about the world around us
from our senses (sight, hearing, taste, touch, smell and
touching).
It handles our physical movement when walking, talking,
standing or sitting.
It lets us think and dream.
OVER TO YOU! To personalise the topic
Ask Ss to consider the questions, then elicit answers from
10.3.3 various Ss around the class.
10.3.4 Suggested Answer Key
10.3.7 I think the ability to experience emotions is the most
important because if we couldn't do this we would be like
robots. There wouldn't be a lot of point to life if we couldn't
experience joy and sadness.
I would like to improve my ability to understand languages.
If I could understand every language in the world that would
be amazing. I would be able to speak to anyone, anywhere.
To introduce the topic; to lister and read for gist
Ask Ss to look at the picture, read the title and try to answer
the questions. Play the recording. Ss listen and read the text
and find out if their guesses were correct.
lesson
learners? check
ICT links
prompt less able learners to engage in monitor for spoken accuracy in elicitation and cross curricular links:
whole class checking and plenary checking tasks and use a range of oral languages [TV
activities with supportive questioning correction techniques genres]
provide headings for final note
writing task
challenge more able learners to give
reasons for their views and to say
how they view content
Lesson plan

Date: Teacher name:
Learning 10.3.7
objectives(s) 10.4.8
that this lesson 10.5.2
is contributing 10.4.2
to 10.3.2
10.4.5
objectives identify some specific information and key ideas in texts and use some target language to
express views and comment on some views of others with support
identify most specific information and key ideas in texts and use a range of target language
to express views and comment on some views of others with support
Previous Vocabulary the human brain
learning
Plan
Planned Planned activities Excel Teacher
timings Resources Notes
Beginning the Ss revise the vocabulary of the previous lesson
lesson
1 a) To present vocabulary related to the physical SB p. 70

Main structure of the human brain
Activities Ask Ss to talk in pairs about the meanings of the words
/phrases in the list.
Tell Ss to check the meanings of any they are unsure of in
10.3.7 their dictionaries.
10.4.8 Check Ss' answers around the class.
10.5.2
Answer Key
blood pressure (n): the pressure of the blood in the
circulatory system
body temperature (n): how hot or cold the body is skull (n):
the bone that protects/covers the brain hemisphere (n): half
of a sphere nerve fibre (n): a long thin thread that carries
information between the brain and other parts of the body
neurologist (n): a doctor who deals with nerves and the
nervous system
synapse (n): a junction between two nerve cells neuron (n): a
nerve cell
10.4.2 1 b) To predict the content of the text; to listen and read

for gist
Explain that our brain is divided into two hemispheres (left,
right) each one controlling different tasks/skills.
• Elicit Ss' guesses in answer to the questions in the
rubric.
Left hemisphere: logic, details, lists, language
Right hemisphere: creativity, general ideas, music skills,
emotions, imagination
• Play the recording. Ss listen and read to find out and
check if their guesses were correct.
10.4.2 SB p. 71
• Ask Ss to read the statements 1-8 and then give Ss
time to read the text and mark the statements according to
what they read.
• Ss compare their answers with their partner.
• Check Ss’ answers.
Answer Key
1T 3F 5F 7DS 2DS 4T 6T 8T
3. To consolidate information in a text

10.3.2 Give Ss time to answer the questions referring to the text as
necessary and then elicit Ss’ answers.
Answer Key
1 Each hemisphere is responsible for the opposite side of
the body.
2 They think the brain creates synapses between neurons.
3 I think the right side of my brain is dominant because I
am good at writing, drawing and music.
4. To consolidate new vocabulary

Go through the list of words in the rubric and give Ss time to
10.4.5 match them to the highlighted words in the text.
Tell Ss they may use their dictionaries if necessary.
Check Ss' answers.
Answer Key regulates = controls complex = complicated
senses = the five physical abilities (touch, taste,
sight, smell & hearing)
dominant = more powerful
function = purpose
handle = deal with/manage
lesson
ICT links
Values links
support less able learners in check learner comprehension using thumbs up or cross-curricular
comprehension task by encouraging down technique and follow-up questioning links: literature
them to scan text quickly to find a [film genres]
section of the text that contains the
answer.
provide challenge for more able monitor production error in pair and whole class
learners by asking them to form a checking discussions and feedback to whole class
range of questions about the
information in the table
about your lesson.

and why?
Lesson plan

Date: Teacher name:
Learning 10.6.5
10.3.2
10.3.7
10.1.6
10.1.4
10.4.4.
10.4.8
identify some specific information in the listening text and use some functional
identify most specific information in the listening text and use a range of functional
identify all specific information in the listening text and use a range of functional
language correctly in speaking and email writing task with little support
Previous learning Physical structure of the human brain
Plan
Resources Notes
Beginning the lesson Ss try to guess the theme of the lesson.
They read the sentences on the board and
guess that they will work with the Physical
structure of the human brain
Main 5 Grammar To revise/present question types SB p. 71

Activities Ask Ss to read the examples in the box and then elicit more
examples from the text from Ss around the class.
10.6.5 Refer Ss to the Grammar Reference section for more details.
Answer Key
Tag question: It's an amazing organ, isn't it?
Rhetorical question: Will we ever fully understand our
own brains?
6 a) To classify questions and ask and answer questions

Explain the task and give Ss time to complete it.
10.6.5 Check Ss' answers. Elicit sentences from various Ss around
the class.
Answer Key
1 rhetorical question 3 wh-question
2 tag question 4 Yes/по question
A: Wouldn't it be great to be happy all the time?
B: Yes, it would. We can learn so much more about the
brain, can't we?
A: Yes, we can. Why do we sleep and dream?
В: I think it's so the body can rest and the brain can
organise our thoughts. Does your brain worl better in the
morning?
A: Yes, it does.
6 b) To practise question types

Ask Ss to ask and answer their own questions in pairs.
10.6.5 Monitor the activity around the class.
A: Do you like learning about the brain?
B: Yes, I do. What is your favourite subject?
A: Science. It's interesting, isn't it?
B: Yes, it is. It helps me understand the world.
7 Listening To listen for specific information

Explain the task and ask Ss to read the questions
10.2.2 and answer choices.
10.2.3 Play the recording and give Ss time to complete the task.
10.2.7 Check Ss' answers.
Answer Key
1A2 В 3 В 4 В 5С
8 Speaking & Writing To consolidate information in a

text
Ask Ss to read the text again.
Then explain the situation and ask Ss to ask and answer
10.3.2 questions in pairs following the example.
10.3.7 Monitor the activity around the class and then ask some
pairs to ask and answer in front of the class.
A: What does the brain do?
B: It controls our other organs, regulates pleasure and
pain, hunger and thirst, blood pressure and body
temperature as well as determines our personal identity
through thoughts, memories and emotions. What are the
two halves of the brain?
A: The left hemisphere and the right hemisphere. How do
instructions pass from one side of the brain to the other?
B: Through the corpus callosum. What is each hemisphere
responsible for?
A: Each hemisphere is responsible for the opposite side of
the body. What does each hemisphere control?
B: The left hemisphere controls logic and analysis, and the
right hemisphere controls the imagination and emotions.
How does each hemisphere control speech?
A: The left side handles the syntax and vocabulary of
language, and the right side controls the accent, speed and
intonation of speech. What have neurologists found?
B: They found that if one half of the brain is removed, the
other side can take over some of its functions.
9A To write a short summary

Explain the task and give Ss time to write a short summary
of the text.
10.1.6 Ask various Ss to read out their summaries to the class.
10.5.1 The brain controls our other organs, regulates pleasure
and pain, hunger and thirst, blood pressure and body
temperature as well as determines our personal identity
through thoughts, memories and emotions. There are two
halves of the brain: the left hemisphere and the right
hemisphere. Instructions and information pass from one
side to the other through the corpus callosum. Each
hemisphere is responsible for the opposite side of the body.
The left hemisphere controls logic and analysis, and the
right hemisphere controls the imagination and emotions.
The left side of the brain handles the syntax and
vocabulary of language, and the right side controls the
accent, speed and intonation of speech. Neurologists have
found that if one half of the brain is removed, the other
side can take over some of its functions.
9B to prepare a quiz
Give Ss time to research online and collect information
about the brain and prepare a quiz.
Have Ss swap their quizzes with their partner and complete
10.1.2 them.
10.4.4. 1. How fast does the brain process information? (Up to
10.4.8 120m/sec.)
2. How long can the brain survive without oxygen? (4-6 minutes)
3. How many genes are responsible for the complex design of the
brain? (Half of them.)
4. How many thoughts, on average, do humans experience each
day? (Around 70,000.)
5. How long do we dream for each night? (For at least 1-2 hours.)
6. How many dreams do we have each night? (An average of 4-7)
7. When are brain waves most active? (While you are
dreaming)
Ending the Ask S’s to read out their quiz to the class and give the
lesson answers
learners? check
ICT links
provide more support for less able correct learners’ oral responses using a range of Values
ICT links
links: email
writers through suggested sentence feedback techniques including delayed response options
starters wait-time
provide further challenge in the take in learners extended email writing to assess
writing task for stronger writers by at the end of the lesson
asking them to include particular
target words in their email
about your lesson.
and why?
Lesson plan
Date: Teacher name:
Learning 10.5.2
10.3.2
10.5.2
with some support
with some support
with little support
Previous learning Question types
Plan
Resources Notes
Beginning the lesson 1A To present vocabulary for types of SB p. 72
intelligences
10.5.2 Direct Ss’ attention to the intelligences (1-
8) in the list.
Ask them to read them and the
explanations (a-h) and then match them.
Have Ss tell their partners.
Check Ss’ answers.
Answer Key
1d 3e 5a 7 h 2g 4b 6c 8 f
Spatial intelligence refers to visualising

space in the mind.
Bodily-kinaesthetic intelligence refers to
using your body to solve problems or
create something.
Musical intelligence refers to singing,
playing or composing music.
Linguistic intelligence refers to
communicating well and being good with
languages. Logical-mathematical
intelligence refers to seeing relationships
between symbols and actions.
Interpersonal intelligence refers to
understanding the emotions and needs of
others.
Intrapersonal intelligence refers to
understanding your own emotions and
needs.
Naturalistic intelligence refers to
understanding the natural world.
Main 1B To introduce the topic of a text and read for SB p. 72

Activities specific information
Read the questions in the rubric aloud and then elicit Ss'
guesses.
10.5.2 Give Ss time to read the text and find out if their guesses
10.1.10 were correct.
They relate to Howard Gardner's theory of multiple
intelligences which we all have to a greater or lesser
extent.
2. To listen and read for cohesion and coherence

Explain the task and ask Ss to read the sentences A-F
10.4.7 and then read the text and choose the correct ones to fill
each gap.
• Give Ss time to complete the task and remind
them to look at the key words before and after the gaps
that will help them find the missing sentences.
• Play the recording. Ss listen and read and check
Answer Key
ID 2 C 3 E 4 F 5A
• Refer Ss to the Check these words box and ask
Ss to look them up in the Word List.

• Give Ss time to answer the questions referring to
10.3.2 the text as necessary.
Answer Key
1 It is important for schools because educators
must activate each intelligence to reach every pupil in
the classroom.
2 I think I have linguistic intelligence more than
any other intelligence because I speak three languages
and I love word games.
3 I agree with Gardner's theory because it seems to
make a lot of sense to me and it helps to explain why
some people are better at certain things than others
especially when they have had the same upbringing and
education.

Answer Key
1 memorise 4 smart 7 proposing
2 excels 5 far-reaching 8 responded
3 calculated 6 rise
Ending the To create a poster
lesson Explain the task. Divide Ss into small groups and tell
them to research online and create a poster about how
activate intelligence. Allow time for Ss to complete
the task or assign it as HW. Ask various Ss around the
class to present their poster to the class.
Differentiation – how do you plan Assessment – how are you planning to Cross-curricular
to give more support? How do you check learners’ learning? links
learners? check
ICT links
monitor less able learners in group use concept checking questions to check Values links links:
cross-curricular
work and give further modelling and learner understanding of why passive is languages [contrasts
drilling support used with L1]
multiple [and/or] answers in practice stages of the lesson [particularly weak form
exercises ‘was’]
about your lesson.

and why?
Lesson plan

Date: Teacher name:
Learning 10.6.17
with some support
with some support

with little support
Previous learning Intelligences
Plan
Resources Notes
Beginning the lesson To practise pronunciation of situational
language
Play the recording. Ss listen and repeat
chorally and/or individual Pay attention to
Ss’ pronunciation and intonation and
correct as necessary.
Main 5 Grammar To present relative clauses SB p. 73

Activities Explain that a defining relative clause gives necessary
information and is essential to the meaning of the main
10.6.17 sentence. We do not put the clause in commas, e.g. The
man who fixed my car was very tall. (Which man is tall?
The one who fixed my car.)
Explain that a non-defining relative clause gives extra
information and is not essential to the meaning of the main
sentence. The clause is put in commas. We cannot use that
instead of who. E.g. Ben, who is my ractice, is noisy. (Ben
is noisy – the meaning of the sentence is clear; who is my
ractice – gives extra information.)
Ask Ss to read the theory box and then elicit examples
from the text.
Refer Ss to the Grammar Reference section for more
details.
Answer Key
Shakira has an IQ of 140, which almost makes her a
genius.
The theory proposes that there is not just one
‘intelligence’, but eight or more ‘intelligences’ that we
all have to a greater or lesser extent.
Each intelligence is a skill which people are good at. She
has the ability to move her body on a stage, where the
movements she makes create a performance.
6. To ractice defining/non-defining relative clauses

10.6.17 Explain the task and give Ss time to complete it.
Check Ss’ answers.
Answer Key
1. We just met Dr Jones who has written a book on
multiple intelligences. Or Dr Jones, who we just
met, has written a book on multiple intelligences.
2. This is the IT building where Professor Harris is
working on important research.
3. Kairat recommended a documentary which/that
was very informative. Or The documentary
which/that Kairat recommended, was very
informative.
4. 1983 was the year when Howard Gardner's book
was published.
5. I understand the reason why Martha loves all
sports.
6. Anna is the new student whose IQ is very
impressive.
7. Speaking & Writing To conduct a survey, interview

10.3.7 classmates and prepare a poster
• Explain the task and give Ss time to conduct a
survey by interviewing their classmates about their type of
intelligence with reasons.
• Give Ss time to compile their information and
create a poster. Tell Ss they may include a chart or a
diagram to display the information.
• Then display the posters around the classroom.
Students and Types of Intelligences
■ naturalistic ■ bodily-kinaesthetic
■ spatial ■ musical
■ interpersonal ■ linguistic
■ intrapersonal ■ logical-mathematical
8. To write a biography
• Explain the task and ask Ss to go online arc
10.5.2 research information about Howard Gardner
10.5.3 • Give them time to use the information to write a
short biography and add a picture.
• Check Ss' answers by asking various Ss to present
their biography to the class.

Howard Earl Gardner was born in Pennsylvania, USA in
1943. He is a developmental psychologist. He s best known
for his theory of multiple intelligences.
He graduated from Harvard University in 1965, a-z he
also earned a PhD. In 1983, he wrote a book cal ~z
'Frames of Mind: The Theory of Multiple Intelligences He
proposed that humans have several different ways of
processing information, and these ways are relatively
independent of one another.
He has received a lot of criticism for his theory but re has
also received a lot of awards. He won Tne National
Psychology Award for Excellence in :-e Media, for his
book as well as a number o~ fellowships and the Brock
International Prize - Education.
Today he is the senior director of Harvard Projer. Zero,
and since 1995, he has been the co-director of The Good
Project which studies human development.
Ending the write own biography Check Ss’ answers around the class.
lesson
learners? check
ICT links
Values links
monitor less able learners in group use concept checking questions to check cross-curricular
work and give further modelling learner understanding of why passive is used links: languages
and drilling support [contrasts with L1]
multiple [and/or] answers in stages of the lesson [particularly weak form
practice exercises ‘was’]
about your lesson.

and why?
Lesson plan
Date: Teacher name:
Learning 10.5.2
10.3.2
10.6.1
identify some specific information and key ideas in texts and use some target
language to express views and comment on some views of others with support
identify most specific information and key ideas in texts and use a range of target
language to express views and comment on some views of others with support
Previous learning Relative clauses
Plan
Resources Notes
Beginning the lesson 1 To practise subject-specific SB p. 74
vocabulary
10.5.2 • Give Ss time to complete the
sentences using the words.
Answer Key
1 media 4 psychologists
2 produce 5 practitioners
3 immune system
Main 2 To listen and read for specific information

Activities • Have Ss read the sentences again. SB p. 74
• Play the recording. Ss listen and follow the text
in their books and find out which of the sentences in Ex.1 are
10.2.2 true.
10.4.2 • Check Ss' answers.
Answer Key
1 F ( 5-7) 4 T(29)
2 T (16-17) 5 T (40-41)
3 T (22-23)
Alzheimer's disease is a progressive brain damaging illness that
slowly destroys memory and thinking skills. In most people
suffering from this disease, symptoms appear after the age of 60.
3. To read for specific information
10.4.2 Ask Ss to read questions 1-3 and the possible answers and give SB p. 75
10.4.5 them time to read the text again and choose the correct answers.
Check Ss' answers around the class. Ss should justify their
answers.
Answer Key
C(11-12) 2 С (16-19) 3 С (39-44)
Refer Ss to the Check these words box and ask Ss to look them
4. To answer comprehension questions based on a text

Give Ss time to answer the questions without copying the
10.3.2 information straight from the text.
1. Certain hormones are released when we're stressed
which prepare our bodies for action.
2. People are encouraged to believe that any type of stress
is a problem.
5. To identify abstract and compound nouns

Explain that an abstract noun is the name of something that is
not concrete or tangible (e.g. emotion, intelligence) and that a
10.6.1 compound noun is the name of something that is made up of two
words that have been put together (e.g. blackboard, swimming
pool).
Answer Key
Abstract nouns: stress, disease, illness, health, situation,
reaction, condition, problem, consequence
Compound nouns: daily life, home life, immune system,
workout, website
Ending the To research and write a paragraph about stress.
lesson Explain the task and ask Ss to work in small groups and collect
information from the Internet. Then ask Ss to use their notes to
write a paragraph about it. Ask various Ss to read their text to the
class. Alternatively, assign the task as HW and check Ss' answers
in the next lesson.
ICT links
support less able learners in check learner comprehension using thumbs up or Values links
cross-curricular
comprehension task by encouraging down technique and follow-up questioning links: Music
them to scan text quickly to find a [music genres /
section of the text that contains the sections of the
answer. orchestra]
challenge more able learners to ask monitor general accuracy and pronunciation in Q&A
more complex questions by task for feedback to whole class
suggesting more complex question
starters
about your lesson.

and why?
Lesson plan

Date: Teacher name:
Learning 10.6.9
10.3.7
10.5.2
10.5.3
10.5.5
identify some key ideas from listening and plan and write an email recounting some
experiences with support
identify most key ideas from listening and plan and write an email recounting a range of
experiences with support
identify all key ideas from listening and plan and write an email recounting a range of
experiences with little support
Previous learning Stress
Plan
Resources Notes
Beginning the 6A To identify and revise the passive SB p. 75
lesson Explain that to form the passive we use the verb to
be and the past participle of the main verb. Elicit
10.6.9 that the subject of the active sentence becomes the
agent (the person doing the action) and is
introduced with by. Explain that the passive
sentence gives emphasis to the action rather than
the person who does it.
Then elicit the passive forms in the text.
Check Ss' answers and refer them to the Grammar
Reference section for more information.
Answer Key
Examples: hormones are produced, blood flow to
the brain and muscles is increased, why are we
continually told, that needs to be cured
We form the passive with the verb to be and the
past participle of the main verb.
6 b) Grammar To practise the passive

Answer Key
1 be avoided 4 not be considered
2 were handed out 5 are often affected
3 is said
7 To present type 3 Conditional

10.6.17 • Ask Ss to read the examples.
• Explain/Elicit that we form type 3 conditional
with if/when + past perfect + would have + past participle
and that we use it to talk about an unreal situation in the
past.
• Refer Ss to the Grammar Reference section for
more information.
Answer Key
We form type 3 conditional with if/when + past perfect +
would have + past participle.
8 To practise the type 3 Conditional

10.6.17 • Explain the task and give Ss time to complete it.
Answer Key
1 had been 2 would you have done
3 would not have had 4 hadn’t burnt
5 would have arrived 6 had known
9. Listening To listen for specific information

10.2.5 (multiple matching)
10.2.6 Explain the task and ask Ss to read the statements (A-E)
and then play the recording.
Play the recording. Ss listen and complete the task.
Check Ss' answers.
Answer Key
ID 2A 3C
10 A Speaking & Writing To talk about reducing

10.3.7 stress
Read the rubric aloud and elicit answers from Ss around
the class.
I go for a run and get an early night, and I share my
worries with my family.
10B To write a paragraph about reducing stress

10.5.2 • Explain the task and give Ss time to research online for
10.5.3 other ways to reduce stress and write a short paragraph
10.5.5 about it.
Ask various Ss around the class to read out the
paragraphs to the class.
Alternatively, assign the task as HW and check Ss'
There are a number of things we can do to try to reduce
stress. One thing we can do is meditation. By relaxing
and emptying the mind we can stop thinking about our
worries for a while and we may even come up with a
solution. Exercising is another way to reduce stress. A
calm form of exercise can help you strengthen your
body and have a soothing effect on the mind. \Ne can
also listen to soothing music and get lots of sleep to
reduce stress
Ending the Ask various Ss around the class to read out the
lesson paragraphs to the class.
Differentiation – how do you plan to Assessment – how are you planning to check Cross-curricular links
give more support? How do you learners’ learning? Health and safety
plan to challenge the more able check
learners? ICT links
Values links
monitor less able learners as they use thumbs up or down technique and follow- ICT links: email
plan write their emails and highlight up questioning to check comprehension features and tools
with a pencil things they should
self-correct
encourage more able learners to take in learners’ extended email writing for
include in their email points assessment
responding to previous emails.
about your lesson.

and why?
Lesson plan

Date: Teacher name:
Learning 10.5.4
contributing to
use some target functional language appropriately in functional exchanges and
pronounce some target words and phrases clearly with support
use a range of target functional language appropriately in functional exchanges and
pronounce most target words and phrases clearly with support
use a range of target functional language appropriately in functional exchanges and
pronounce most target words and phrases clearly with little support
Previous learning The passive, conditionals – type 3
Plan
Resources Notes
Beginning the lesson Revise grammar the passive and
conditionals – type 3
Main 1. Writing То analyse a rubric

Activities • Read the Writing Tip aloud and introduce the type of
writing, the content, layout and useful language.
• Ask Ss to read through the rubric and look at the key
words in bold and answer the questions.
Answer Key
1 an email
2 my English friend
3 advice about how to study better
4 between 120-180 words
5 informal
2 To analyse a model story for structure and content

Read the rubric aloud and give Ss time to read the email and
match the paragraphs to the content.
Answer Key
1B 2 E 3 C 4 A 5 D
3. To identify opening/dosing remarks
Give Ss time to read sentences 1-10 and elicit which ones are
opening remarks and which ones are closing remarks.
Check Ss' answers.
Answer Key
1 CR 3 OR 5 OR 7 OR 9 OR
2 CR 4 OR 6 CR 8 CR 10 CR
4 To substitute opening/closing remarks in a model

• Give Ss time to substitute the remarks in the email
with suitable alternatives from Ex. 3.

Opening remarks: How're things? Sorry to hear about your
problems. Let me give you some advice.
Closing remarks: Well, that's all for now. All the best and
keep me posted..
To talk about the importance of places of natural beauty
Ending the Ask various Ss around the class to give some pieces of advice
lesson
give more support? How do you plan learners’ learning? links
to challenge the more able learners? Health and
safety check
ICT links
monitor less able learners in group assess pronunciation of individual sounds and Values links
cross-curricular
work and give further modelling and intonation in role play and sentence links: languages
drilling support [contrasts with
L1]
challenge more able learners to leave assess learner interactive ability in role play.
some lines blank in script of role play
to promote spontaneous interaction
about your lesson.

and why?
Lesson plan

Date: Teacher name:
Learning 10.5.4
10.5.7
10.5.8
identify some key ideas from listening and use some target language correctly in
planning and giving a presentation with support
identify most key ideas from listening and use a range of target language correctly in
planning and giving a presentation with support
identify all key ideas from listening and use a range of target language correctly in
planning and giving a presentation with little support
Previous learning Giving pieces of advice
Plan
Resources Notes
Beginning the lesson Giving advises
Main 1. To identify elements of informal style SB p. 77

Activities Read the Writing Tip aloud and then give Ss time to find
examples of informal style in the email.
10.5.4 Elicit answers from Ss around the class.
Answer Key
short forms: you're, I'd, it's, you'll, don't, won't. I'm
phrasal verbs: put off, sort out
colloquial expressions/idioms: under the weather
omission of pronouns: Hope my advice helps,
informal linkers: so, and
2. To practise using informal style

10.5.4 Give Ss time to rewrite the paragraphs, and then ask
various Ss to read out the paragraphs to the class.

A Dear James,
Thanks for your email. I'm very sorry about your
problem. The same thing happened to me last year. Let
me give you some advice.
В Got to go now. Let me know if my advice helped. Say hello to
your family for me.
Yours,
Elizabeth
3. To identify ways to make suggestions

Read the Writing Tip aloud and then give Ss time to find
10.5.6 examples of making suggestions in the email.
Elicit answers from Ss around the class.
Answer Key
If I were you I'd ..., You should ..., Why don't you ... ? It
would be a good idea to ...
4. To practise making suggestions


1. You should take up a sport and eat healthily.
2. Why don't you share your worries with your
parents?
3. It would be a good idea to focus on the cause of
the stress.
4. If I were you I'd make time for fun and
relaxation.
5. To practise giving results for pieces of advice

Read the Writing Tip aloud and then time to find and
10.1.5 write results for the f advice in Ex. 8.
10.5.1 Elicit answers from Ss around the class.
10.5.7
1 That way you will feel healthier and bein. will help
relieve your stress.
2 Then you will have support from the peop love you.
3 If you do this, you'll reduce your anxiety.
4 This will help by allowing you to take you off your
problems and enjoy yourself.
6. To write an email giving advice

Explain the task and give Ss time to write email using the
plan and their answers to & 9. Then ask various Ss to read
their e aloud.
Remind Ss to use informal style.
Alternatively, assign the task as HW and c Ss' answers in
the next lesson.
Hi Jon,
Sorry to hear you're so stressed about your exan was
stressed about my exams last year too. Let give you some
advice.
To start with, why don't you share your won with your
parents? Then you will have support fr< the people who
love you.
If I were you I'd make time for fun and relaxatit This will
help by allowing you to take your mind c your problems
and enjoy yourself.
Also, you should take up a sport and eat healthiI That
way you will feel healthier and being active w help relieve
your stress.
Hope my advice helps. Let me know how things tur out.
Say hello to your family for me.
Best wishes,
Ulan
To practise writing
Explain the task and read out the example and then elicit
further explanations from Ss around the class.
Ending the Choose various Ss to present their instrument(s) to
lesson the class.
Differentiation – how do you plan to Assessment – how are you planning to check Cross-curricular links
give more support? How do you learners’ learning? Health and safety
plan to challenge the more able check
learners? ICT links
Values links
support less able readers and by monitor extent to which learners are able to cross-curricular links:
helping them with search language search independently in English Music [traditional
instruments]
provide an extra heading for more use a checklist to assess accuracy, organisation
able readers to research and delivery of presentation
about your lesson.

and why?
Lesson plan

Summative Control work
Date: Teacher name:
Learning 10.1.8
10.5.2.
10.2.2
10.1.10
10.1.8
10.5.1
identify some detailed arguments in the text and use some target vocabulary to make
simple points accurately in response to prompts and in discussion
identify some detailed arguments in the text and use a range of target vocabulary to
make simple points accurately in response to prompts and in discussion
identify most detailed arguments in the text and use a range of target vocabulary to
make a range of points accurately in response to prompts and in discussion
Previous learning Writing tip
Plan
Resources Notes
Beginning the lesson 1. To introduce the topic and read for gist SB p. 78
Elicit what, if anything, Ss know about the Duke of
Edinburgh's Award and then give Ss time to read the
10.1.8 text and find out about it.
10.4.1
The Duke of Edinburgh's Award is a youth
programme that allows 14-24 year olds to face
challenges and receive a special award from the Duke
of Edinburgh.
Main Activities 2. To read for lexico-grammatical correctness &

coherence
10.4.2 Read out the Study Skills box.
Explain the task and ask Ss to read the text again and
think of a word to complete each gap that makes the
text coherent so that it is lexically and grammatically
correct.
Check Ss' answers. Ask Ss to justify their answers.
Answer Key
1 It 5 not 9 by
2 in 6 at 10 they
3 from 7 down 11 for
4 their 8 which 12 having
Refer Ss to the Check these words box and ask Ss to


Explain the task.
10.5.2. Give Ss time to complete the task, referring back to the
text if necessary.
Check Ss' answers.
Answer Key
1 full 4 easy 7 pick
2 skills 5 rescue 8 gold
3 different 6 charity 1 comes
2. A To consolidate new vocabulary
Read the rubric aloud.
10.2.2 Play the recording. Ss listen and follow the text in their
books.
Give Ss time to prepare their answers.
Ask various Ss around the class to share their answers
with the rest of the class.

There are three levels of the award; the bronze, the
silver and the gold. Each level is more difficult and
challenging than the previous one. Young people
can take part in different activities in four different
areas: volunteering, physical, skills or expedition.
They can pick the activities they want to do in each
area. Completing the awards can take from three
months to three years.
3. B To consolidate the topic

Read the rubric aloud and set a three- minute time
10.1.10 limit for Ss to think about the question and prepare
their answers.
Ask various Ss around the class to read their sentences
out to the class.

This award can help young people develop their
character and learn life skills. They can learn to
care for others through volunteering. They can
learn a new skill such as dancing, parachuting,
jewellery making or first aid. They can also learn
survival skills and endurance skills from going on
an expedition.
5. To write a paragraph about an

award/youth organisation from your country
10.1.8 Give Ss time to collect information about a local
10.5.1 award/youth organisation and write a paragraph
about it. Then ask various Ss to read out their
paragraph to the class.
Alternatively, assign the task as HW and ask Ss to read
out their paragraphs in the next lesson.
(Ss' own answers)
The Duke of Edinburgh is a title currently held by
Prince Philip husband to Queen Elizabeth II of the UK.
He was born in Greece in 1921. He is the chairman of
The Duke of Edinburgh's Award Scheme for people
aged 14 to 24 years and a patron of over 800 different
organisations.
The Danube is a river in Central Europe. It is 2,872
km long and runs through ten countries including
Germany, Austria, Hungary and Ukraine.
Katherine Jenkins is a mezzo-soprano singer from

Wales. She was born in 1980 and she is well known in
opera and musical theatre in the UK and appears
regularly on British TV
Ending the Ask Ss to think about the question in the rubric. Ask
lesson various Ss to discuss their thoughts and then share their
answers with the class.
give more support? How do you plan learners’ learning? links
to challenge the more able learners? Health and safety
check
ICT links
Values links
encourage less able learners to show monitor reading comprehension with thumbs Health and safety:
another learner where they think the up and down technique and follow-up moderating screen
answer to reading question is in the questioning time
text before deciding on answer
challenge more able learners to say monitor pronunciation in checking, discussion
whether they agree with ideas in text and final pronunciation focus and use further
drilling where necessary
Reflection Answer the most relevant questions from the
Were the lesson objectives/learning box on the left about your lesson.
What changes did I make from my
plan and why?
Lesson plan

Project work Green issue Green Living
Date: Teacher name:

Learning 10.4.3
10.1.1
10.5.1
accurately
Previous learning The Duke of Edinburgh’s Award
Plan
Resources Notes
Beginning the lesson 1. To predict the content of the text
and gist
Read the title of the text aloud and ask Ss
10.4.3 to read the introduction and the headings
and elicit their guesses as to how we can
improve our memory.
Give Ss time to read the whole text and
find out.

We can use a number of techniques to
improve our memory such as chunking
information, thinking in pictures, word
association, using location, etc.
Main activities 2. To read for lexico-grammatical SB p. 79

correctness & coherence
10.4.2 Explain the task and ask Ss to read the text again and
think of a word to complete each gap that makes the text
coherent so that it is lexically and grammatically correct.
Ss should pay attention to the words before/after each
gap as they will help them do the task.
Check Ss' answers. Ss should justify their answers.
Answer Key
1 better 5 by 9 take
2 studying 6 such 10 to
3 than 7 them 11 trying
4 of 8 up 12 remembe


Give Ss time to look back through the text and find all the
phrasal verbs. Check Ss' answers on the board.
10.5.2 Give Ss time to write sentences using the phrasal verbs.
Answer Key
let (sb) down, breaking down, falling down, coming up
with, space out, come back
My mum and dad never let me down.
When you're studying for a test you should break down
the information into the key points.
Tom fell down the stairs yesterday.
I came up with a great idea for a present for Tina.
Mum planted some flowers in the garden and spaced
them out evenly.
Have a break from studying and then come back to it
later.

Explain the task and give Ss time to complet
Answer Key
1 Remind 3 Memorise
2 Remember 4 recall
5A Play the recording. Ss listen and follow text in

their books.
10.1.1 Give Ss time to paraphrase the informa in the text and
10.4.2 then ask various Ss to the class about the brain trai
techniques and which one they think w work best for
them.

We can train our brains to remember things by i
various techniques. Breaking down information small
chunks makes it easier to remember. Wt make
personal connections by associating some, meaningful
with each chunk. We can asso pictures with names or
pieces of information to us remember them. Using
word associatio mnemonics can help us remember a
list of thin making up a silly rhyme. This technique
works for me. Also, we could use a technique called
which uses the imagination to place things we to
remember in a room in our house. We simply around
the imaginary room and remember the we placed
there. The best way to remember thii to space out our
learning so we don't overloa brains. Finally, staying
healthy will give us tht chance of having a good
memory.
5B To research and present other memory techniques

Divide the class into small groups.
10.5.1 Explain the task and direct Ss tc Internet, encyclopaedias
or other refe sources to collect more information memory
techniques.
Ask various groups of Ss to tell the cla
Alternatively, assign the task as HW ar Ss to tell the class
in the next lesson.
Ex. 5b & Background information from p. 79(T)

Ex. 5 b)- Suggested Answer Key
You should tell yourself that you have a good memory
and that it will improve. The power of positive thinking is
very helpful. You should also get organised. If you have a
place for everything and put everything in its place, then
you are less likely to misplace things or forget where you
put them. When you are trying to remember something,
breathe slowly and deeply. This will help your brain
switch to theta waves which aid memory and help you
learn new information as well as make you feel more
relaxed. Improving your observation and concentration
skills will also improve your memory, because when you
actively concentrate and take in all the information
around you the brain can organise and store it well.
Finally, reduce the stress in your life because this can
interfere with memory.
Vesuvius is a volcano near Naples in Italy. It is famous
for its eruption in 79 AD which buried the ancient Roman
city of Pompeii under 6 metres of ash and destroyed it
completely. Pompeii was completely forgotten until it
was accidentally rediscovered in 1749. It is now a
UNESCO World Heritage site.
Alice in Wonderland (Alice's Adventures in Wonderland)
is a famous and popular children's book by Lewis Carroll.
It was written in 1865 and is about a girl who falls down a
rabbit hole into a strange dream-like world. It has been
adapted many times for the cinema and television.
The Romans refers to the people from Ancient Rome
during the period from 800 BC to 1453 AD when it was a
great civilisation with a huge empire that covered most of
Europe. It was a very important period in history and the
culture, architecture, famous figures and politics are still
remembered today.
Ending the Ask Ss to think about the question in the rubric. Ask
lesson various Ss to discuss their thoughts and then share their
answers with the class.
give more support? How do you plan to learners’ learning? links
challenge the more able learners? Health and
safety check
ICT links
prompt less able learners to ask a range monitor question production in group activity values links:
of questions with different question benefits of
starters and highlight areas of questions hobbies
that need to be corrected before
proceeding to quiz

word etc..
box on the left about your lesson.

and why?
Lesson plan

Date: Teacher name:

Learning 10.5.2
contributing to
accurately
Previous learning Train your brain
Plan
Resources Notes
Beginning the lesson To revise the previous material
Main activities 1. To present and practise phrasal verbs with set SB p. 80

10.5.2 and take
10.6.15 Go through the list of phrasal verbs and their definitions
and elicit an example for each one from various Ss
around the class using their dictionaries to help them if
necessary.
answers.
Answer Key
1 up 3 aside 5 off
2 in 4 up 6 over
2. To practise prepositional phrases

10.5.2 Explain the task and give Ss time to complete it and then
check Ss' answers.
Ask Ss to add the words to the Prepositions section in
their notebooks.
Ask Ss to revise this section regularly as this will help
Answer Key
1 with 3 for 5 for
2 to 4 to 6 with
3. To consolidate words which are often confused

10.5.2 check Ss' answers.
Answer Key
1 remind 3 programme 5 effects
2 invent 4 Physical 6 tell
4. To form adverbs from adjectives

10.5.2 Read the theory box and the examples aloud and then
10.1.6 explain the task.
answers.
Answer Key
1 easily 4 enthusiastically
2 probably 5 energetically
3 Luckily 6 terribly

To consolidate information in the module
Make photocopies of the quiz.
Give Ss time to complete the quiz, looking back through
Check Ss' answers.
Quiz
sentences.
1 The brain's right side is more concerned with details.
2 For scientists, the left side of the brain is dominant.
3 Synapses are also called brain cells.
4 Shakira has an IQ of between 160 and 170
5 Gardner's theory is over thirty years old
6 Every person has only one of the multiple intelligences.
7 Adrenaline and cortisol are our bodies' reaction to
stress.
8 Mild stress can increase our risk of neurological
diseases.
9 The UK has over 15 million stress management
practitioners
Answer Key
1 F (The left side is more concerned with details.)
2 T
3 F (Synapses are also called connections or
pathways.)
4 F (140)
5 T
6 F (We have all the various intelligences to some
extent.)
7 T
8 F (Mild stress can lower the risk of neurological
diseases.)
9 F (Over 2 million)
Ending the Extra Activity To create a quiz
lesson • Ask Ss to read through Module 6 and write a quiz
of their own.
1 Listening to music has an effect on our emotions. (T)
2 l/l/e can invent things because we have
imagination.
(T)
3 A CPU is more powerful than a brain. (F - The
brain is more powerful.)
4 Interpersonal intelligence is being people-smart.
(T)
5 Spatial intelligence is being number/logic smart.
(F - picture smart)
6 Monika Fleshner is a psychologist. (F -
physiologist)
7 The D of E has five levels. (F - three)
8 The D of E levels are bronze, silver and gold. (T)
safety check
ICT links
proceeding to quiz
word etc..

and why
Lesson plan

Date: Teacher name:

Learning 10. 5.2
10.5.1
10.5.7
accurately
Previous learning Train your brain
Plan
Resources Notes
Beginning the lesson To revise the previous material
Main activities 1. Reading To read for specific information SB p. 81

10.5.2 • Give Ss time to read the text and complete the
task.
Answer Key
1 В ($10.000 watch on each wrist)
2 В (how he had become so wealthy)
3 D (he founded his own brokerage firm)
4 В (if you are determined enough, you can achieve
anything you want to)
2. Listening To listen for specific information (gap

filling)
10.6.17 • Ask Ss to read the gapped text.
• Play the recording. Ss listen and complete the gaps
accordingly
Check Ss answers
Answer Key
1 raise awareness 4 submit poems
2 doesn't exist 5 a prize
1 PSHE classrooms
3 To practise vocabulary from the module

10.6.9 • Explain the task.
Answer Key
1 senses 5 serve 9 implications
2 heavy 6 converts 10 handle
3 identified 7 employ
2 evolved 8 challenge

Answer Key
1 who's 3 when 5 which
2 that 4 where
5. To consolidate question tags

Answer Key
1 shall we 3 aren't I 5 do I
2 won't he 4 aren't you
6. To consolidate grammar from the module

10.6.9 • Ss complete the task.
Answer Key
1 will be published 4 could only be seen
2 was designed 5 will be handed out
3 is cleaned
7. To consolidate grammar from the module

10.6.17 answers.
Answer Key
1 had won 4 would have talked
2 wouldn't have gone 5 might have done
3 wouldn't have been
8 To write an email
10.5.1 • Explain the task and give Ss time to plan and
10.5.7 complete their work and then check Ss' answers.
• Alternatively assign the task as HW and check Ss'
Hi John,
Sorry to hear you're having trouble making friends at your
new school. I was the new boy at school once too. Let me
give you some advice.
To start with, why don’t you join an after-school club?
Then you will have the chance to meet people with the
same interests as you.
If I were you, I'd try to be happy and friendly all the time.
This will help by allowing people to see that you are a
nice person and they will more likely approach you.
Also, you should try to meet people outside school too.
Have you thought of volunteering or joining a sports
team? That way you will feel good about helping the
community or being active and you can meet all sorts of
different people.
Hope my advice helps. Let me know how things turn out.
Say hello to your family for me.
Best wishes,
Ulan
Ending the Check your Progress
lesson Ask Ss to assess their own performance in the unit by
safety check
ICT links
proceeding to quiz

word etc.. \

and why?
`Module 7 “Breakthrough technologies”

Vocabulary
Date: Teacher name:

Learning objectives(s) 10.5.2
that this lesson is 10.4.1
10.3.2
10.3.7
Listen and read for gist, read for specific information,
Listen and read for gist, read for specific information, get an overview of a module
Listen and read for gist, read for specific information, talk about forms of module
Assessment criteria Learners have met the learning objective if they can: talk about entertainment
Aim Read the title of the module Breakthrough technologies and ask Ss to
suggest what they think the module will be about (the module is about
major breakthroughs, science and medicine, nanotechnology and robotics). Go
Previous learning “The human brain”
Plan
planned activities)
BEGINNING THE 1A Vocabulary To introduce new vocabulary SB p. 83
LESSON Direct Ss' attention to the pictures and ask them
to read the texts next to each one.
10.5.2
Go through the words in the list and
explain/elicit the meanings of any unknown
words.
Answer Key
A 1 discovered
2 revolutionise
3 led
В 1 launched
2 unmanned
3 orbit
C 1 pioneered
2 supply
3 lit up
D 1 came across
2 writing
3 work out
4 unreadable
PRESENTATION 1B To categorise topics SB p. 83
AND PRACTICE Explain/Elicit the meanings of the words in the rubric
and then elicit which category the topic of each text is
related to.
10.4.1
Answer Key
A medicine C technology
В space exploration D archaeology
10.1.9 OVER TO YOU!

10.3.2 1C To talk about a major breakthr express a personal
10.3.7 opinion on the to
Elicit answers to the questions in from various Ss
around the class.

I think the discovery of penicillin has im lives the most
because antibiotics h millions of people from dying from
simple since then.
It was a major breakthrough when mai the wheel
thousands of years ago as it way for the development of
vehicles, but things like the water wheel and the windi
gave humans a power source.
It was a major breakthrough when the prii was invented
because it allowed books to in minutes, making
knowledge much me available and improving education.
Give Ss time to complete the texts. Check Ss'

answers.
Alexander Fleming (1881-1955) was a Sc biologist
and pharmacologist.
Nikola Tesla (1856-1943) was a Serbian-Am
inventor, physicist, mechanical engineer
electrical engineer. His work helped form the for
the invention of radio communication. Yuri
Gagarin (1934-1968) was a Soviet cosmonaut. He
was the first human to journey into outer
ENDING THE Play the video for Ss and elicit their comments.
LESSON Ss discuss about the text
Values links
Were the lesson objectives/learning most relevant questions from the box on the left about your
objectives realistic? lesson
and why?
Lesson plan
Date: Teacher name:

Learning objectives(s) 10. 2.1
10.4.6
10.4.9
10.1.3
10.3.2
10.3.5
10.5.2
Assessment criteria Learners have met the learning objective if they can: talk about water attractions
and write a blog entry
Previous learning Breakthrough technologies
Plan
planned activities)
BEGINNING THE Ss revise the vocabulary of the previous lesson Recording
LESSON Video
PRESENTATION AND 1. Vocabulary & Reading To introduce key SB p. 84
PRACTICE vocabulary and predict the content of the text
• Go through the words/phrases in the list and
10. 2.1 explain/elicit their meanings. Elicit Ss' guesses as to what
10.4.1 the text may be about.
• Play the recording. Ss listen, read and check.

I think the text could be about microscopic robots
that are partly made of DNA molecules. Through
molecular biology and nanotechnology they can be used
for medical applications. They could be used to perform
operations like miniature robot surgeons and they may
be called spider-bots. They could allow many treatments
that are currently not possible.
2 a) To listen and read for specific information
• Ask Ss to read questions 1-6 and possible
answers. Ss listen and read the text again and choose the
10.2.3 correct answers.
10.4.6 • Check Ss' answers and ask them to justify them.
10.4.9 Answer Key
1 D (microscopic robot... device)
2 A (understand its surrounding environment,
make decisions and move automatically)
3 В (a possible walking distance of around 100
nanometres)
4 A (One day, people could live ... with miniature
robot surgeons ... protecting the insides of their bodies.)
5 C (most of these concerns are over safety
regulations ... would like further tests to be carried out on
products before they are allowed to enter the market)
6 C (these microscopic robots ... will allow
treatments to be given that are currently impossible)
2B To express an opinion
Ask Ss to discuss the question in pairs and justify
10.1.3 their opinions with reasons. Then ask various Ss
10.3.2 around the class to tell the rest of the class.
10.3.5
A: I don't think nanobots will replace humans, but I think
they will replace certain medicines and remove the need
for certain surgeries.
В I disagree. I think there will be no need for doctors if we have
nanobots inside us keeping us healthy.

Explain the task. Give Ss time to fill in the gaps to
complete the phrases. Then, ask Ss to write sentences
10.5.2 using the phrases.

1 Scientists have developed tiny computer chips that can
detect and treat diseases.
2 Innovators are trying to develop medical applications
that will help diagnose certain health problems.
3 Many doctors around the world perform operations
with the help of robots.
4 Doctors hope that molecular robotics will become
more efficient in the future.
5 A robot has been designed to understand and interact
with its surrounding environment.
6 There are many scientists that support the development
of nano-products and believe they will change the future
of medicine.
ENDING THE To present unusual ways to travel to see the capital
LESSON city
Ask Ss to work in small groups and then give Ss time to
think of/research unusual ways for tourists to see their
capital city. Ask various groups to present their ideas
to the class.
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety check
Values links
lesson
What changes did I make from my plan and

why?
Lesson plan
Date: Teacher name:

10.3.6
10.3.7
10.5.6
10.5.9
Assessment criteria Learners have met the learning objective if they can: talk about types of media, past
events
Previous learning Nanotechnology
Plan
planned activities)
BEGINNING THE To revise
LESSON Ask Ss to work in small groups and then give Ss time to
think of/research use of English reported speech
PRESENTATION 4. Grammar To revise/practise reported speech SB p. 85

AND PRACTICE Explain the task and read out the example.
Explain how tenses and pronouns change from direct
10.6.11 to reported speech.
Refer Ss to the Grammar Reference section for more
details.
Answer Key
2 Ulan told me that he had just found a job working in a
science lab.
3 He said that they would soon have enough money to
buy a more powerful computer.
4 He asked her if/whether she was going to visit the
Science Museum the following weekend.
5 Damir asked me how long Dana had been working for
a company that designed robots.
6 She told me that she had read an article al artificial
intelligence the day before.
5. To express an opinion
Read the rubric aloud and ask various Ss aro the class to
10.1.3 share their opinions with the res the class.
I think that a positive impact will come from robots
who help people with household chores, especially the
elderly and the disabled. I think that industrial robots
and robots that do tasks that hum currently earn their
living from will have a negative impact because these
people will lose their jobs and their income.
6. Speaking & Writing To identify the main idea; To

summarise a text
• Give Ss time to look through the text ag; and find
the main idea in each paragraph. / Ss to make notes and
then give Ss time to i their notes to summarise the text.
10.3.6 Remind that they should use their own words wh writing
10.3.7 the summary as much as possible.
10.5.6 • Ask various Ss around the class to read th
10.5.9 summary to the rest of the class.
A: microscopic robot... created by a team of researchers
in USA ... called nano-spider ... crawls along molecules
of DNA
B: It can walk, turn and create its own products.
C: made of DNA molecules
D: they can walk 100 nanometres, researche trying to
improve this
E: Nanotechnology could be very important in tl future ...
medical applications
F: Some worried about safety of nanotechnology
G: Billions of dollars being spent on nanotechnoloc
around the world ... in the future nano-robo may perform
surgeries impossible today
A microscopic robot was recently created by a teai of
researchers in the USA. They call it a nano-spidi and it
can crawl along molecules of DNA. It ca walk and turn
and even make its own products an it is made out of DNA
molecules. So far, it can wal 100 nanometres, but
researchers are trying to так it walk longer distances.
Nanotechnology seems t be very useful and may have a
lot of medicc applications. Some people are concerned
about hov safe nanotechnology is. A lot of money is spent
oi nanotechnology and in the future scientists believ\
nano-robots may be able to operate on people.
ENDING THE Ask some weak Ss around the classs Workbook: 7b & Use
LESSON of English 7
Values links
lesson

and why?
Lesson plan
Date: Teacher name:

Learning 10.4.1
10.3.2
10.1.9
10.3.5
10.5.2
10.2.3
10.1.8
10.1.1
10.5.1
10.5.7
events
Previous learning Reported speech
Plan
BEGINNING THE Ask SS about the previous lesson

LESSON
PRESENTATION 1. To introduce the topic SB p. 86

AND PRACTICE • Direct Ss' attention to the definition.
• Ask them to read it and then ask some Ss to tell the class.
10.4.1 Answer Key
Artificial intelligence in a robot or computer is when it has similar
qualities to the human mind in some aspects of its thinking, e.g.
decision making and problem solving.
2 Listening To listen and read for specific

information
• Read the actions aloud and ask Ss to discuss in pairs which
10.1.2 ones they think the robot in the picture can do.
10.2.2 • Play the recording. Ss listen, read and check.
10.4.2
Answer Key
The robot in the picture can: move around, sing and dance, analyse
body language, tell jokes, and understand different languages and
human emotions.
3. To read for specific information

SB p. 87
• Explain the task and ask Ss to read the questions and answer
10.4.2 choices and then read the text again and choose their answers.
Answer Key 1C 2A 3D 4 A
• Refer Ss to the Check these words box and ask Ss to look them up
in the Word List.
4A То consolidate information in a text

Give Ss time to answer the questions, referring to the text
as necessary.
Answer Key
1 A humanoid robot is a robot that looks a bit like a person.
2 It's got two wheels to move around on.
3 Pepper robots work there as receptionists. Some upgraded models
can also do hospital jobs like greeting new patients and showing
them where to go, and can work with sick children to cheer them up
and help them do exercise.
(Suggested Answer Key) Pepper robots could be useful at home,
too. They could help entertain a child or keep an elderly person
company.
(Suggested Answer Key) Yes, I would. I think it would be very
interesting to see how it could understand my body language and
how I feel. / No, I wouldn't. I don't think a Pepper robot could
understand me the way that my human friends do!
4B To express an opinion
Give Ss time to consider their answers and then ask various Ss
around the class to share their answers with the rest of the class.
10.3.5 I think a humanoid robot that looks and behaves like a human is
easier to relate to and so people will not be afraid of them.
5. To complete a summary of the text

10.5.2 Answer Key
1 understand 3 tell 5 greet
2 cheer 4 move 6 make
6. Listening To listen for specific information

• Ask Ss to read the gapped text and think about what the
missing words might be.
• Play the recording. Ss listen and complete the gaps.
10.2.3
Answer Key
1 researchers 4 gas
2 hard 5 six
3 octopus
7. Speaking & Writing To express an opinion

Give Ss time to consider their answers and then various Ss around
the class to share their ansv with the rest of the class.

I think Pepper is popular in Japan because country uses lots of
10.1.8 technology in everyday life, robots are just one part of that. Robots
are a, becoming popular in my country as technolo becomes a
larger and larger part of our day-to-d lives. I think Pepper could be
a part of my fam, because we like to talk to each other, so a soci
robot would fit right in!
8 To design and present a robot

Explain the task and ask Ss to work in sma groups and
design a robot.
Give them time to include information coverinc all the
points in the rubric.
10.1.1 Ask all the groups of Ss to present their robot. Then have
10.5.1 the class vote for the best design.
10.5.7 (Ss' own answers)
ENDING THE Ask some weak Ss around the classs \
LESSON
give more support? How do you plan planning to check learners’ Health and safety check
to challenge the more able learners? learning? ICT links
Values links
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson

and why?
Lesson plan
Date: Teacher name:

Learning 10. 1.3
10.1.10
10.6.2
Assessment criteria Learners have met the learning objective if they can: create and present a TV guide

Previous learning Robots
Plan
Planned timings Planned activities (replace the notes below with your planned Excel Resources
activities)
BEGINNING 1. To present key vocabulary

THE LESSON • Play the recording with pauses for Ss to repeat chorally
• Ask Ss to read the list of words/phrases and explain/elicit the
10. 1.3 meanings of any unknown words and then match some of them to
10.1.10 the definitions.
• Choose two Ss to read the example aloud.
• Ask Ss to discuss in pairs the importance of each
characteristic in helping someone to become successful.
Answer Key
single-minded = focused doesn't give up = persistent brave =
courageous
willing to accept ideas/suggestions = open-minded looks at the
positive = optimistic really wants to be successful = ambitious won't
let anything stop him/her doing sth =
determined

A: I believe that it's really important to be determined and persistent
if you want to achieve something because if you don't give up, you
will succeed in the end.
В: I agree. I also think it's important to be courageous because there
are many risks involved when you are trying hard to achieve
something; if you want to start a business for instance.
A: That's right. So it's important to be a risk-taker, too.
B: Yes. Do you think it's also important to be relaxed?
A: I'm not sure about that. If you're too relaxed, you might not
achieve anything!
B: That's true, but on the other hand stress can be really unhelpful.
A: I agree. Still, I believe you need a certain level of stress to keep
you motivated.
B: Maybe. I think you have to be really organised to succeed.
A: Hmm ... That depends on what you want to achieve. Creativity is
more important for some life goals.
B: That's true, and the same for being clever. Some people weren't
top of their class at school, but they are still successful. I think
ambition, optimism and determination are the most important
characteristics. What do you think?
A: I agree. A positive attitude helps a lot, and if you have ambition
you are usually really determined.
B: The same goes for confidence. If you believe you can achieve
something, I think you probably will eventually.
PRESENTATION 2A To introduce the topic of the text
AND PRACTICE Elicit what, if anything, Ss know about Thomas Edison.
10.4.1
Thomas Edison was an American inventor who was born in the
19th century. He is best known for inventing a long-lasting light
bulb.
2B To read for gist
Read the quotation aloud and elicit what Ss can infer
about his personality from it.
Play the recording.
Ss listen, follow the text in their books and find out.

I think that he must have been clever and he must have believed
that by working really hard you can achieve your goals.
10.4.7
3A To read for comprehension
Ask Ss to read the headings (A-H) and give them time to
read the text again and match them to the paragraphs (1-
7).
Check Ss' answers and ask them to give reasons for their
choices.
Answer Key
1 F (recorded music, electrical systems, the
telephone, the alkaline battery, X-rays and an early cinema
projector)
2 C (too slow to learn ... many of his inventions
failed)
3 G (refused to give up ... wasn't afraid of failure.)
4 A (Pushing himself to reach his goals ... set
himself a target...)
5 H (take time out to relax ... relaxation ... can
improve our concentration and creativity)
6 D (4 million pages of Edison's notes)
7 E (what are you waiting for?)
10.4.6 them up in the l/Vord List.
3B To identify the author's purpose

Read the rubric aloud and elicit answers with reasons
from Ss around the class.

By using Edison's life as an example, the writer is trying to
persuade the reader that they should work hard and be persistent in
order to achieve their dreams in life.
ENDING THE Ask various Ss around the class to present their ideas aloud to the
LESSON class.
give more support? How do you planning to check learners’ Health and safety check
plan to challenge the more able learning? ICT links
learners? Values links

plan and why?
Lesson plan
Date: Teacher name:

Learning 10.6.2
10.1.10
10.3.2
10.3.7
10.1.6
10.5.1
Assessment Learners have met the learning objective if they can: express feelings with the correct
criteria intonation in the dialogues
Previous learning The road to success
Plan
activities)
BEGINNING 4. To revise quantifiers and countable/ uncountable SB p. 89
THE LESSON nouns
• Give Ss time to complete the task. Refer Ss to
10.6.2
the Grammar Reference section for details. 1 elicit
examples in the text.
• Elicit which of the words in bold we use v
countable/uncountable nouns or both.
Answer Key
1 none 8 Few, many
2 a little 9 several
3 much 10 many
4 hardly any 11 a great deal
5 a lot of 12 either
6 All 13 any
7 Both
Examples in the text: Most people, many me things, many of his

inventions, we all, a few ti; Many of life's failures, All our
mistakes, under little pressure, you'll be amazed by how much,
wi several small metal balls, many new ideas
countable nouns: every, a few, few, many, several
uncountable nouns: a little, much, little, a grei deal of
both: none, a small amount of, hardly any, a lot о all, either,
both, or, any
PRESENTATION 5. To distinguish between commonly confused words
AND PRACTICE Give Ss time to complete the task using thei
dictionaries if necessary.
Check Ss' answers.
10.5.2 Answer Key
1 practical 5 out
2 long-lasting 6 fell,
3 reach 7 on
4 contributed to

10.4.5 Explain the task and go through the list of words in the
rubric. Give Ss time to match them to the words in bold
in the text.
Tell Ss they may use their dictionaries if necessary.
Check Ss' answers.
Answer Key
had a hand in = participated in
give up = stop trying
stepping stones = a way to make progress
intolerant of = not willing to accept/put up with
try taking a leaf out of Edison's book = behave the
same way as Edison
effective = successful
drift off to sleep = slowly fall asleep
scribble down = write down quickly
stuck on = unable to do
wander - move from topic to topic
tap into = make use of
7. To analyse quotations
10.1.9
Ask Ss to read Edison's quotations in the text again and
10.1.10
explain them.
Then ask various Ss around the class to say which ones
are the most inspirational and why.

“Genius is 1% inspiration and 99% perspiration." - To achieve
something truly amazing requires some intelligence, but mostly
it's down to hard work. “Many of life's failures are people who
did not realise how close they were to success when they gave
up." - People often fail in life because they give up too soon.
"There is great value in disaster. All our mistakes are burned up
and we can start anew." - Disasters erase your mistakes and you
have the chance to start again.
I find the first quote the most inspirational because it suggests
that everyone has the potential to achieve something really great
10.1.9 if they are willing to put in the effort.
10.3.2
10.3.7 8. To develop critical thinking skills
Read the rubric aloud and give Ss time to think of their
answers. Then write a few sentences.
Ask various Ss to read out their sentences to the rest of
the class.

Thomas Edison's success came because he never gave up trying,
even after failing many times, and tried to see his failures in a
positive way. He also
worked extremely hard and set goals for hims understood the
importance of relaxing to in his concentration and creativity.
Finally, ht journals in which he wrote down all his idei this
inspires me to feel more confident about able to achieve my
10.1.6 dreams in life.
10.5.1
9. To develop research skills; To a presentation on
Thomas Edison
Explain the task and give Ss time to rest online for
more information about Edison.
Ask various Ss to report back to the class.
Alternatively, assign the task as HW and a< to present
their information in the next les;

Thomas Edison was a very curious child and always asking
questions. He was a poor stud however, as his mind often
wandered. He built first lab at the age of 10 and used all his e;
money to buy chemicals for experiments. In IS when Edison was
only 22, he got his first patent a vote-recording machine.
Unfortunately, it v never used, so from that point on Edison о
invented something if there was a need for it. Edis had various
jobs during his early life such as telegraph operator and a
printing machine mechan Then, he set up an 'invention factory'
in New Jersi He said, "I never quit until I get what I'm afti
Negative results are just what I'm after. They a just as valuable
to me as positive results." Edisi worked long hours and expected
a lot from h employees.
ENDING THE Ask various Ss around the class to read their reports aloud to
LESSON the class.

plan and why?
Lesson plan
Date: Teacher name:

Learning 10.5.5
Assessment Learners have met the learning objective if they can: present and write about festivals
criteria
Previous learning quantifiers and countable/ uncountable nouns
Plan
BEGINNING 1. To analyse a rubric SB p. 90

THE LESSON Ask Ss to read through the rubric, identify the key words and
answer the questions. • Check Ss' answers around the class
10.5.5
Answer Key
1 a for-and-against essay
2 C
PRESENTATION 2A To analyse a model for content and Structure
AND PRACTICE • Give Ss time to read the model and match
10.5.5 the paragraphs to their content. • Check Ss' answers.
Answer Key
A2 В4 C1 D3
2B To understand the writer's viewpoint

10.5.5 Ask Ss to read the model again and elicit the
writer's opinion on the topic.
Answer Key
The writer is in favour of robots because they can work efficiently and
can produce goods quickly. Also, using robots in factories helps make it
a safe environment so people won't have to do dangerous tasks.
10.5.5 2C To substitute topic sentences

10.5.4 Elicit the topic sentences and then ask Ss around the class to suggest
suitable alternatives.

There are a number of benefits to using robots. = There are many
advantages to using robots.
On the other hand, the use of robots has its drawbacks. = Nevertheless,
using robots also has some disadvantages.
3 To substitute linkers
Elicit substitutions for the linkers in bold in the model for
suitable alternatives from the list from Ss around the class.
10.4.5
To begin with = First
This means that = Therefore
Moreover = Additionally
As a result = Consequently
On the other hand = Flowever
In addition to this = Also
All things considered = To conclude
4 To practise linkers
10.6.16 Explain the task and give Ss time to complete it and then
check Ss' answers.
Answer Key
1 however 4 In spite of
2 besides 5 Despite
3 although 6 however
ENDING THE Ask various Ss around the class to act their linkers aloud to the class.
LESSON

plan and why?
Lesson plan
Date: Teacher name:

Learning 10.6.16
10.5.4
10.5.9
Assessment criteria Learners have met the learning objective if they can: present a monologue

Previous learning Foe and against robots
Plan
planned activities)
BEGINNING THE 5. To practise linkers SB p. 91

LESSON Explain the task and give Ss time to complete it.
Check Ss' answers by asking Ss around the class to
read out their sentences.
10.6.16
Answer Key
1 Despite the fact that robots make a teacher's job easier, they
cannot teach students social skills.
2 In spite of the fact that robots can be used in distance
learning, they are not able to replace a human teacher.
3 Although robots are very useful in the classroom, they are
expensive.
4 Even though robots can be exciting for students, they can't
display any human emotions.
6. To practise writing paragraphs and topic sentences
10.6.16
Check Ss' answers by asking Ss around the class to
read out their completed paragraphs.

A There are a number of benefits to using robots in education.
First, robots would be a good way to teach students who cannot
attend school. This way, they could be programmed to provide
information for students without access to a teacher.
В On the other hand, there are some disadvantages to using robots in
education. First of all, robots are expensive for some schools. In addition to
this, robots may be fun, but they do not display emotions.
7A To analyse a rubric
Ask Ss to read through the rubric and underline the
key words.
10.5.5 Explain to Ss that it is very important to read the
rubric carefully so that they include all the points
mentioned.
Answer Key
Key words: teacher, essay, robots in education, social
interaction, usefulness, your own idea, 120-180 words
7B To match arguments to justifications

Give Ss time to match the arguments and the
justifications and then check Ss' answers.
Answer Key
1c 2b 3a 4d
7C To categorise arguments as for or against a topic

Elicit which arguments from Ex. 7b are in favour of robots in
education and which are against from Ss around the class.
Answer Key
For: 1, 2 Against: 3, 4
10.6.16
8 To practise forming full argi sentences
• Ask Ss to read the Useful langua then give them time to
form ful using the prompts in Ex. 7b ai phrases from the Useful
language b

To begin with, robots are useful as we c them to perform a
variety of tasks. In ad. enable distance learning. This means thi
allow students who can't attend participate in lessons.
To start with, robots are expensive. There are not cheap to
purchase or maintain, they have a lack of emotion. This means
cannot express emotions towards student.
10.5.1
10.5.3
9 To write a for – and – against essay
10.5.4
Explain the task and give Ss time to v essay using the plan and
10.5.9
their answer: Then ask various Ss to read their essa^ Remind Ss
to use full verb foi appropriate linkers.
Alternatively, assign the task as HW a Ss' answers in the next
lesson.

Robots in education; the pros and c
As robots are becoming more advanced, son are asking if they
have a role in education. Some people think yes, while others
think no.
There are a number of benefits to using n education. To begin
with, robots are useful as we can program them to perform a
variety of ( addition, they enable distance learning. This means
that they can allow students who can't attend school to
participate in lessons.
On the other hand, there are also some disadvantages to using
robots in education. To start with, robots are expensive.
Therefore, they are not cheap to pure maintain. Secondly, they
have a lack of emotion. This means that they cannot express
emotions b students.
All in all, although there are benefits to using robots in
education. I think the drawbacks far outweigh Students need
human role models and money m be spent on essential
equipment, not expensive robots. One day in the future, we
may see robots in our schools, but I think it is a long way
ahead.
ENDING THE Ss present their monologues.
LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.1.9
10.4.5
10.5.6
Assessment criteria Learners have met the learning objective if they can: write an email reviewing a
concert
Previous learning a for – and – against essay
Plan
BEGINNING THE 1A То introduce the topic and read for gist SB p. 92

LESSON Elicit what, if anything, Ss know about the Science Museum in
London and then give Ss time to read the text and find out about it.
10.1.9
The Science Museum in London is the UK's most famous science
museum. Entrance is free and it is open seven days a week. There is
a lot to see and do and there are different exhibitions each year.
The museum offers apps that people can download onto their
phones.
PRESENTATION 1B To listen and read for cohesion and coherence
AND PRACTICE • Explain the task, ask Ss to read the sentences A-F, read the
text again and choose the correct sentence for each gap to make a
10.4.7 cohesive and coherent text.
• Play the recording. Ss listen and read to check their answers.
Ask Ss to justify their answers.
Answer Key
1F 2 A 3 E 4 D 5 C
• Refer Ss to the Check these words box and ask

Ss to look them up in the Word List.

• Give Ss time to complete the task, referring back to the text
10.3.7 if necessary.
Answer Key
1 exhibits 5 phenomena
2 documentary 6 admission
3 headset 7 experience
4 simulator
3. To write a paragraph about a science museum in your
country
• Give Ss time to collect information about a science museum
10.5.6 in their country and write a paragraph about it. Then ask various Ss
to read out their paragraphs to the class.
• Alternatively, assign the task as HW and ask Ss to read out
their paragraphs in the next lesson.
(Ss' own answers)
ENDING THE Ask Ss to read out their paragraphs to the class.
LESSON
Values links
Were the lesson objectives/learning relevant questions from the box on the left about your lesson
and why?
Lesson plan
Date: Teacher name:

Learning 10.4.1
10.3.5
Assessment criteria Learners have met the learning objective if they can: discuss the values

Previous learning a paragraph about a science museum in your country
Plan
BEGINNING THE 1. To predict the content of the text and listen and read for gist SB p. 93
LESSON and prior knowledge
Read the title of the text aloud and elicit what Ss know
about the topic.
10.4.1 Play the recording. Ss listen and read and then tell the class
if their prior knowledge was mentioned.

I already knew Al stands for artificial intelligence. I also knew that
some people worry about robots taking over one day.
PRESENTATION 2. To read for specific information
AND PRACTICE Explain the task and ask Ss to read the statements 1-8.
10.4.2 Ss read the text again and decide if the statements are true,
false or if the fact is not mentioned in the text.
Check Ss' answers. Ask Ss to correct any false statements.
Answer Key
1 F (machines that can display human levels of intelligence)
2 F (equally intelligent as humans)
3
T
4 F (very difficult)
5 F (cannot hold a basic conversation)
6T
7 DS
8 F (machines may take control of us)


Check Ss' answers.
Answer Key
1 processes 4 morality
2 ultimate challenge 5 breakthroug
3 stimuli 6 affair
10.5.1 4. To give a presentation

10.5.2 Ask Ss to work in pairs or small give them time to research
onlir more information about Al and presentation.
Ask various groups of Ss to pr information to the class.
Alternatively, assign the task as H\N to tell the class in the
next lesson.

There are a number of new developments in Al technology which are
interesting. The first one Natural Language Generation. This is
when Al can produce text from computer data. The uses of this are
in customer service and report generation. Another advancement is
Speech Recognition where Al can transcribe and transform human
speech into a format useful for computer applications. This is
currently used in interactive voice response systems and mobile
apps. One more advancement is the arrival of Virtual Agents or
intelligent personal assistants Alexa (Amazon) and Siri (Apple).
10.3.5 These vary from chatbots to advanced systems that can network with
humans. We use them in customer service as smart home managers.
5. To develop critical thinking
• Give Ss time to consider the questior discuss it with a partner.
• Then ask various Ss around the class to their answers with the
class.

A: I think if Al was a reality, we would all ha\ personal assistants.
They would run our he and we would not have to do many daily t
because they would do them. They would remind us of our schedule
and things we needed to d В: I agree. They would probably do all the
shop online and pay our bills and much more. It wo make our lives
easier.
ENDING THE ask various Ss around the class to their answers with the class.
LESSON
Values links

and why?
Lesson plan

Date: Teacher name:
Learning 10.5.2
this lesson is
contributing to
Previous learning The Science museum in London
Plan
activities)
BEGINNING THE 1. To present and practise phrasal verbs with the particle SB p. 94
LESSON down
Ask Ss to study the diagram and then give them time to
10.5.2
complete the task using their dictionaries to help them if
10.6.15
necessary.
Check Ss' answers.
Answer Key
1 break down 4 backed down
2 cut down 5 turned (it)
3 live (it) down 6 closing down
PRESENTATION 2. To practise prepositional phrases
AND PRACTICE Explain the task and give Ss time to complete it. Check
10.5.2 Ss' answers.
10.6.15 Ask Ss to add the words to the Prepositions section in
their notebooks.
Ask Ss to revise this section regularly as this will help
Answer Key
1 on 2 at 3 to 4 in 5 under
3. To practise collocations
Check Ss' answers.
Answer Key
1 invasive 6 operations
2 medical 7 virtual
3 body 8 huge
4 lifesaving 9 artificial
5 molecular
4. To practise word formation

Check Ss' answers.
Answer Key
1 scientific 2 development 3 concentration 4 treartment

Check Ss' answers.
Answer Key
1 classified 3 won
2 composed 4 admission
10.5.2
• Give Ss time to complete the quiz, looking through the
Quiz
sentences.
1 Nikola Tesla discovered antibiotics.
2 The Rosetta Stone was found in Egypt.
3 The nano-spider has eight legs.
4 Pepper first went on sale in France.
5 Pepper can understand 20 languages.
6 Edison held 193 patents.
7 Thomas Edison wrote poems.
8 The Science Museum is open six days a week.
9 The ISS is 400 km from Earth.
10 Machines are programmed using algorithms.
Answer Key
1 F (He discovered 6 F (1,093)
alternating current.) 7 T
2 T 8 F (seven days a week)
3 F (four legs) 9 T
4 F (Japan) 10 T
5T
Extra Activity To create a quiz

• Ask Ss to read through Module 7 and write a qui; 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 Alexander Fleming discovered penicillin in 1928. (T)
2 Nikola Tesla pioneered the use of alternating current to
send power over huge distances. (T)
3 Vostock 1 orbited the Earth in 1957. (F - 1961)
4 A nano-spider can walk 50 steps. (T)
5 Aldebaran created Pepper. (T)
6 Pepper can cook food. (F - Pepper can't cook food.)
7 Thomas Edison was born in 1847. (T)
8 It costs a lot to enter the Science Museum, London. (F - It's
free.)
ENDING THE Ss check their answers.
LESSON
Values links

and why?
Lesson plan

Project work Green issue Green
Eating
Date: Teacher name:
Learning 10.4.2
contributing to
objectives 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
Previous Language in use
learning
Plan
Resources Notes
Beginning the 1. To read for specific information SA p. 95
lesson Give Ss time to read the text and complete the task.
Check Ss' answers.
10.4.2 Answer Key
10.4.5 They are low-cholesterol, low-fat and high in protein.
10.2.8 It happens in Asia, Africa and Latin America.
There isn't enough meat to feed the world's growing
population.
Insect farming produces far more food than cattle farming
for the same amount of animal feed.
Insect diseases can wipe out a whole farm in a day.
analyse quotations
Main activities Summative assessment for the term. (40 min)
Ending the Project work. Keep a record of the things your parents
lesson buy when they go food shopping this week. Are they
environmentally-friendly food shoppers? Then report it
to the class.
Differentiation – how do you plan to Assessment – how are you planning to Cross-
give more support? How do you plan check learners’ learning? curricular
to challenge the more able learners? links
Health and
safety check
proceeding to quiz
word etc..
about your lesson.

and why?
Module 8 “Space”

Vocabulary
Date: Teacher name:
Learning 10.5.2
contributing to
All learners will be able to:
Lesson objectives Listen and read for gist, read for specific information,

Previous learning Breakthrough technologies
Plan
BEGINNING THE Module Objectives

LESSON Read the title of the module Space and ask Ss to suggest what
they think the module will be about (the module is about space,
mysterious events, space colonisation and CGI). Go through the
objectives list to stimulate Ss' interest in the module
PRESENTATION 1A Vocabulary To introduce new vocabulary
AND PRACTICE Direct Ss' attention to the picture and ask them to read the SB p. 97
texts.
10.5.2 Go through the words in the list and explain/ elicit the meanings
10.1.9 of any unknown words.
Give Ss time to complete the texts. Check Ss' answers.
Answer Key
1 particles 4 surface 7 dwarf
2 waves 5 atmosphere 8 solar
3 radio 6 Stars 9 telescope
1B To listen for confirmation

10.3.7
Play the recording. Ss listen and check their answers to Ex. 1a.
Over to you!
To talk about space and expand the topic
Elicit answers to the questions in the rubric from various Ss
around the class.

I was impressed that the footprints on the Moon will stay there for
at least 700 million years and that an П-year-old girl got to name a
dwarf planet.
I would like to know about dark matter, black holes and supernovas
as I find these topics very interesting.
ENDING THE Ss read their ideas aloud around the class
LESSON
Values links
and why?
Lesson plan
Date: Teacher name:

Learning 10.2.6
10.2.6
10.4.5
Assessment criteria Learners have met the learning objective if they can: talk about water attractions and
write a blog entry
Previous learning Space
Plan
BEGINNING THE 1. Vocabulary & Reading To introduce the topic SB p. 98
LESSON Explain/Elicit what UFO means (unidentified flying object).
Play the recording. Ss listen and read the headlines.
10.2.6 Explain/Elicit the meanings of any unknown words/phrases
(e.g. flying saucer = name for an alien spacecraft from science
fiction).
Elicit what various Ss think happened in these incidents.

A - An alien spacecraft probably crashed on a ranch in the Roswell
region and it was captured by some people.
В - I think some people reported finding a strange wreckage and
they think alien bodies were examined at Roswell Army Base.
C - A police officer reported a sighting of an alien spacecraft in
Socorro, New Mexico.
D - Thousands of people witnessed strange lights over Phoenix,
Arizona.
PRESENTATION 2. To predict the content of the text SB p. 98
AND PRACTICE Direct Ss' attention to the title and the introduction in the text.
Elicit Ss' guesses as to what it can be about.
10.4.1 Ss read the text to see if their guesses were correct.
I think the text is about a journalist investigating the case of the
UFO crash landing in New Mexico in 1947 and whether or not it
may actually have happened.
Roswell, New Mexico is a city in the south-eastern quarter of the
state of New Mexico, USA. There are about 50,000 people living
there. It is home to the New Mexico Military Institute.
The Nevada Desert is in the USA. It occupies parts of California,
Nevada, Utah and Arizona. It rarely rains there.
3. To read for cohesion and coherence

Ask Ss to read the sentences A-H and give them time to read the
10.4.7 text again and match them to the gaps 1-7.
Check Ss' answers around the class. SB p. 99
Answer Key
7 G ЗА 5F 7В
2D 4H 6C

1 ... was asked ... report ... UFO discovery ... my heart sank ...
couldn't understand why ... being sent... true sceptic!
2 ... smiling at... amusing sights ... would be having some fun...
3 ... hoping to find ... Instead ... disturbed ... rattlesnake...
4 ... strange craft ... impressive sight ... craft ... unlike anything ...on
Earth.
5 The day ended with ... creepy sketches of alien bodies ... As we
headed back to the hotel ... couldn't help wondering if ... anything
was looking down!
6 ... asked ... told me ...
7 ... strange phenomenon ... even video footage ... disappointed ...
nothing worth photographing ...
Refer Ss to the Check these words box and ask Ss to look them up
in the Word List.
4. To identify the writer's purpose

Explain that writers write articles in order to inform, to persuade or
10.2.5 entertain readers.
10.2.6 Play the recording. Ss listen and follow the text in their books.
Ask Ss to identify the reason why the writer wrote the article.

The writer's purpose is to inform readers about the UFO discovery
tour and what it's like at Roswell. The writer also describes how the
tour can make a sceptic wonder if it's all true or not.

Check Ss' answers.
10.4.5
Answer Key
1 trip 3 desert 5 site 7 events
2 spot 4 examined 6 locals
We all enjoyed the tour of the famous site that lasted three hours.
Fie made a mark on the tree as we walked through the forest so
that he could find his way back.
That diner sells desserts such as ice cream in shape of an alien!
Please inform us if you experience any probk watching our
documentary online.
UFO-seekers are a common sight in this area.
You should respect the natives and their custom: this village.
Scientists have been reviewing the facts since crash trying to find
out how it happened.

Explain the task and go through the list words in the rubric and
10.4.5 give Ss time to ma1 them to the words in bold in the text.
Tell Ss they may use their dictionaries if necessa
Check Ss' answers.
Answer Key
wandered away: walked without a purpose debris: destroyed
remains creepy: scary
soared into the sky: moved quickly up hovering: floating in the
same position eerie: strange & frightening disturbed: bothered
disappointed: felt unhappy
ENDING THE Check Ss' answers.
LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.6.7
10.1.9
10.5.6
events
Previous learning Daily routines & free-time activities
Plan
activities)
BEGINNING THE 7A Grammar To study/revise the passive SB p. 99
LESSON Explain that we use the passive to ta about actions when the
person who carri out the action is unknown, unimportant
obvious from the context. We also use tl passive in formal
10.6.7 writing.
10.6.8 Explain/Elicit that we form the passive wi the verb to be + past
10.6.9 participle of the ma verb. Point out that the subject of the actr
10.6.10 sentence becomes the agent in the passh sentence and is
introduced with 'by' where, the object of the active sentence
becomes ti subject in the passive sentence. Refer Ss to ti
Grammar Reference section for more details.
Answer Key
We use the passive to talk about actions when the person who
carries out the action is unknowing unimportant or obvious from
the context. We also use the passive in formal writing such as in а
пей report or headline. We form the passive with the verb to be +
past participle of the main verb. The subject of the active sentence
becomes the agent i the passive sentence and is introduced with 'bj
whereas the object of the active sentence becomes the subject in the
passive sentence.
Tenses that do not have a passive form: present/pa: perfect
continuous, future/future perfect continuous
PRESENTATION 7B To practise the passive
AND PRACTICE • Elicit examples of passive sentences from the text in Ex. 2.
10.6.7 Answer Key
10.6.8 was asked, was greeted, were driven, were taken, would be shown,
10.6.9 were taken, had ever been seen, was made, were drawn, could be
10.6.10 seen, had been witnessed
7C To practise the passive

10.6.7 Explain the task and give Ss time to rewrite the sentences in the
10.6.8 passive.
10.6.10
Answer Key
1 The tent was put up by Kanat.
2 The UFO museum has recently been opened by the mayor.
3 Roswell, New Mexico is visited by lots of UFO- spotters.
4 Preparations are being made for the town's first UFO festival.
5 A UFO tour is being started by Ulan in the area.
6 Many strange lights have been seen by locals in the desert.
7 Nurlan's book about local mysteries will be published next
month.
8 To practise the passive

10.6.7 Point out that in newspaper headlines the present tense is used
10.6.9
to refer to recent events and the past participle of a verb is used
to refer to a past event. Elicit which headlines refer to the
present (C, D) and which refer to the past (A, B).
Explain the task. Give Ss time to complete it.
Check Ss' answers.
Answer Key
A - A flying saucer was captured on a ranch in the Roswell region.
В - A strange wreckage and alien bodies were examined at the Roswell Army Base.
C - A sighting of an alien spacecraft is reported by a police officer
in Socorro, New Mexico.
D - Strange lights have been witnessed by thousands of people over
Phoenix, Arizona.
9. Speaking & Writing To consolidate information in a text; to

describe an experience
10.1.9 Explain the task and give Ss time to write a paragraph based on
10.5.6 the information in the text.
Ask various Ss to read their paragraph out to the class.

Everyone was really friendly when we arrived. I was amazed by all
the UFO-themed places along the freeway; hotels, souvenir shops,
billboards and road signs all showed aliens. Ruth is a sceptic, but
we both agreed this assignment might be fun. At the crash site we
were told about how the events unfolded on that day back in 1947
and then we visited Building 84 where the aircraft was taken for
examination. All the stories were interesting, but the creepy
sketches of aliens on autopsy tables at the museum were so
fascinating that even Ruth was impressed. While sleeping under the
stars that night, I saw Ruth staring up into the dark sky with her
camera ready hoping to witness the next alien event. I think the
place and the stories had affected her and all of us. We left slightly
disappointed, but a little less doubtful about whether or not aliens
exist.
ENDING THE Ss give their answers aloud around the class
LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.5.2
10.4.7
10.5.2
events
Previous learning the passive
Plan
BEGINNING THE 1. Vocabulary To consolidate vocabulary SB p. 100

LESSON Elicit the names of the planets in our solar system from Ss
around the class.
10.5.2 Play the To read for cohesion and coherence
recording. Ss listen and check if they named them all as well as
practice the correct pronunciation and intonation.
Answer Key
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune
Note: The solar system consists of the Sun and the planets that go
around it.
PRESENTATION 2. To predict the content of a text SB p. 100
AND PRACTICE Read the title of the text and the quotation aloud and ask Ss to think
about the questions in the rubric.
10.1.1 Give Ss time to read the text and then elicit answers to the questions
10.2.1 from Ss around the class.
10.4.1
The problems of space colonisation are the lack of technology and
the lack of money. For example, it would take 1,000 years to travel
to the nearest star system and it costs £6,000 to put half a kilo of
anything into near-Earth orbit. The solution may be to give 0.25%
of the world's financial resources to fund space colonisation.
3. To read for cohesion and coherence SB p. 101

10.4.7 Explain the task and ask Ss to read the sentences A-H and then give
them time to read the text again and match them to the gaps (1-7).
Ask Ss to check their answers with their partner and then elicit
justifications from Ss around the class.
Answer Key
1 F 3 C 5 0 7В
2A 4 H 6 E
1 Stephen Hawking ...the future survival of mankind, die out... we

will be wiped out by a catastrophe
2 ... problem ... food ... sent from Earth ... self- sufficient to
survive...
3 Exploring space ... risk ... no atmosphere ... boiling hot... freezing
cold ...
4 ... perfect planet... might not be able to get there ... take over
700,000 years ...
5 ... new technologies ... travel just below the speed of light. That
way .... reach ... next star to Earth ... 6years.
6 ... costs about £6,000 ... believes that we can afford to give ...
colonise space. Just imagine ... people hadn't given Columbus
money ...
7 matter of time ... years, centuries or millennia.
in the Word List.
10.5.2 4. To consolidate new vocabulary

Check Ss' answers.
Answer Key
1 overcome 3 warm up 5 afford
2 self-sufficient 4 release

Explain the task and give Ss time to complete it. Ss can use their
10.5.2 dictionaries to look up any unknown words.
Answer Key
1 Supplies 2 overcome 3 wipe out 4 endless
ENDING THE Check Ss' answers.

LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.6.17
contributing to 10.3.3.
10.1.9
10.1.7

Previous learning Space colonization
Plan
BEGINNING THE 6A Grammar To revise conditionals: types 2 & 3 SB p. 101
LESSON Refer Ss to the Grammar Reference section at the back of their
books and briefly revise conditional types 2 and 3 by giving
examples for each type.
10.6.17
Answer Key
We use conditional type 2 to express im situations which are
unlikely to happen in the or future. They are also used to give
advice.
We use conditional type 3 to express imi situations which are
contrary to facts in th They are also used to express regrets or
criticii Examples
type 2: If I won the money, I would buy a ne\,
type 3: If Ann had been more careful, she wo
have made such a big mistake.
PRESENTATION 6B To present mixed conditionals
AND PRACTICE Direct Ss' attention to the table and out the examples. Give Ss SB p. 101
time to stud table and refer them to the Gran Reference section
10.6.17 for more details.
Elicit examples of mixed conditionals ir text from various Ss
around the class.
Answer Key
If we had endless amounts of money for space exploration, we
would have already overcome these problems and built the first
space colonies. Just imagine - if people hadn't given Columbus
money for his voyage to America in 1492, NASA probably
wouldn't exist today!
7 To practise mixed conditionals

Explain the task and read out the example.
Give Ss time to complete the task and th check Ss' answers.
Answer Key
1 If Mark had handed in his project, he would pa the astronomy
course.
2 If Greg hadn't been studying all night, he wouldn be tired now.
3 If Janet wasn't interested in astronomy, sh wouldn't have visited
the planetarium yesterday
8 Speaking & Writing To consolidate information in a

10.2.1 text
10.2.7 Play the recording. Ss listen and follow the text in their books.
10.3.3. Then Ss talk in pairs and tell their partner three reasons why
space colonisation is difficult.
Monitor the activity around the class and then ask some pairs
to report back to the class.

Colonising space is difficult because it is expensive to put things
into space. It is also a long way to the nearest solar system which
may have Earth-like planets and we don't have the technology to
travel fast in space.
9. To personalise a topic
10.1.9 Explain the task and ask Ss to talk in pairs about what they
imagine it is like to travel in a spacecraft.
Ask various Ss to report back to the rest of the class.

I can see other astronauts in the spacecraft with me and I can see
the stars outside the window as well as the blackness of space. It
is quiet except for the sound of the engines and it's very peaceful. I
feel very excited to be travelling in space and also very privileged
to be one of the few humans to experience this.

10.1.7 • Read the rubric aloud and give Ss a few minutes to think
about their answers and write a few sentences.
10.1.9
I would like to live in a space colony because I think it would be
the start of a new civilisation. I would like to be there at the start
of a new era and I think it would be an exciting new experience
with lots of interesting things to see and do.
I wouldn't like to live in a space colony because I can't imagine
what life would be like there. I like living on Earth and I think it
would be too different and too difficult to live in space or on
another planet.
ENDING THE Ask various Ss around the class to read their sentences aloud.
LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.5.2
10.4.6
10.3.6
10.4.5
Assessment criteria Learners have met the learning objective if they can: express feelings with the correct
intonation in the dialogues
Previous learning Conditionals
Plan
BEGINNING THE 1. To prepare for a reading task SB p. 102
LESSON Refer Ss to the Word List at the back of their books and give them
time to look up the meanings of the words/phrases given.
10.5.2 Alternatively, elicit the meaning of any unknown words.
PRESENTATION 2A То introduce the topic

AND PRACTICE Read out the questions in the rubric and ask Ss to say what they SB p. 103
know about the film Avatar, and think of questions about it.
10.3.2 Elicit questions from Ss around the class and write three of
them on the board.

Avatar is a 3D science-fiction film with special visual effects. The
words in Ex. 1 refer to the new techniques used to make it.
1 Where was the film set?
2 Who directed the film?
3 What was so special about the special effects in the film?
2B To listen and read for gist/ specific information

10.2.1 Play the recording. Ss listen and follow the text in their books
and see if they can answer the questions.

1 It was set in the imaginary world of Pandora.
2 It was written and directed by James Cameron.
3 The film used CGI and 3D technology to create digital characters
with detailed human expressions in realistic landscapes.

10.4.2 Ask Ss to read the questions 1-6 and the possible answers and
10.4.6 give them time to read the text again and choose the correct
answers.
Check Ss' answers around the class and ask Ss to justify their
answers with examples from the text.
Answer Key
1 D (7-9) 4 C ( 38-42)
2 В (11-13) 5 В ( 44-56)
3 A ('special') 6 В ( 62-64)

a text
10.3.6 4. To answer comprehension questions on a text

• Give Ss time to read the text again and answer the questions
in their own words without copying the information straight from
the text.

1 It took Cameron a long time to produce Avatar because the
technology he needed to make the film totally realistic was not
available. He had to wait for some of the technology to be invented
and he invented some himself so that he could make the film the way
he wanted to make it.
2 He developed a special 3D camera virtual camera and a
simulation cam a 3D Fusion camera.
10.4.5 5 To consolidate new vocabulary through

synonymous words/phrases
Read the words/phrases in the list , time to find their synonyms
in the text
Answer Key
Para A: affected = influenced, was develo along
Para B: broadly = widely, join together = . Para C: produce =
develop, really = truly, c integrated
Para E: fascinate - absorb, sense = feel available to the public =
released
ENDING THE Elicit answers from various Ss around the class
LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.6.11
10.5.6
10.5.8
10.1.7
10.3.3
10.3.7
10.4.8
10.5.2
Assessment criteria Learners have met the learning objective if they can: present and write about festivals

Previous learning A new dimension to art
Plan
BEGINNING THE 6. Grammar To revise reported speech SB p. 103

LESSON • Refer Ss to the Grammar Reference s revise reported speech,
give them complete the task and check Ss' answers
10.6.11
Answer Key
1 He said (that) Avatar had spectacular spec/i
2 She asked if/whether we could make the c look more realistic.
3 They said (that) they had used state-o technology to create the
film.
4 David asked me who the main charactei film were.
5 She asked him if/whether he thought i would be a box office hit.
6 The scientist says (that) we need to i computer technology
further.
PRESENTATION 7A Speaking & Writing To summarise a text
AND PRACTICE Explain the task and ask Ss to read through the text again and
write down the main idea in each paragraph in note form.
10.4.1
10.1.6 Answer Key
10.5.1 A CGI and 3D computer graphics have enhanced visual and
10.5.6 special effects in virtual images.
10.5.8 В Cameron didn't have the needed technology to film Avatar.
C Cameron managed to create lifelike characters, but he wasn't
satisfied.
D Cameron developed the first 3D camera to combine live action
scenes and CG scenes.
E The technology used to make the film will be used for future
projects.
Ss then use their notes to summarise the text.

Ask various Ss to give a summary of the text to the rest of the
class.

CGI and 3D computer graphics have enhanced visual and special
effects in virtual images. Avatar combined all the media and made
advances in the technology.
James Cameron had to wait for technology to catch up to his
imagination. He wanted the digital characters to be completely
lifelike so he created special headgear to record facial
expressions and used experts in different fields to help make the
world of Pandora more realistic. He also developed the first 3D
camera to combine live action scenes and CG scenes - the 3D
Fusion camera. Avatar gave the audience a feeling of interaction
on the film like never before. The technology used to make the film
will be used for future projects.
7B To write about what makes Avatar a special film

Give Ss three minutes to think about their answers and write a
10.1.7 few sentences.
10.3.3 Ask various Ss around the class to read out their sentences to
10.3.7 the class.

I think Avatar is a special film because it successfully combines
live action scenes and CG scenes. The world of Pandora is very
lifelike and believable.
8 To give a presentation on CGI

10.1.6 • Ask Ss to work in pairs or small groups and research online
10.4.8 for more information about CGI. Give them time to collect their
10.5.1 information and prepare a presentation.
• Ask various Ss to present their information to the class.
10.5.2
What it is CGI is when 3D models are created using computer
graphics and objects are placed into three- dimensional space and
made to interact with each other. As increasingly smaller sections
of objects are involved, the CGI animation becomes more
realistic. Applications
CGI is mostly used in films. One of the most notable uses of CGI
in a live action film was during the 1990s in James Cameron's
Terminator 2: Judgement Day. Then, John Lasseter at Pixar
created some of the first realistic CGI animations with Toy Story
in 1995. It's not just movie studios that can use it though. As
computers are more powerful and more affordable, anyone can
create their own music, writing, and digital animations with CGI
software at home.
Future uses
Some films have used CGI to create computer-generated actors
where the character is much younger or older than the actor
actually is, such as with Jeff Bridges in Tron: The Legacy. In
other cases, the actor may have died in the middle of a film and a
CGI version is used to complete the film as in Star Wars with
Carrie Fisher. This can be done by grafting computer generated
imagery onto a younger actor's body. Perhaps in the future we
might completely replace actors with computer-generated
characters.
ENDING THE Elicit answers from various Ss around the class
LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.5.7
this lesson is
contributing to

Previous learning Films
Plan
BEGINNING THE 1. To analyse a model for structure and content SB p. 104

LESSON Ask Ss to read out the Writing Tip and learn about the genre
and content of the type of writing.
10.5.7 Then give Ss time to read the model review and match the
10.5.2 paragraphs to the headings.
Check Ss' answers.
Answer Key
A2 В1 C4 D3
PRESENTATION 2. To present/practise topic-based vocabulary
AND PRACTICE Ask Ss to read the sentences and choose the correct
words/phrases in bold.
Answer Key
1 set 2 is based on 3 main 4 dull, twist
5 box office hit 6 lead 7 stunning
3 To identify adjectives in a model SB p. 104

Elicit the adjectives used to describe the items 1-6 in the model
10.5.2 from Ss around the class.
Answer Key
1 exciting 4 impressive
2 fast-moving 5 superb
3 action-packed 6 spectacular
4 To practise topic-related vocabulary

Give Ss time to complete the sentences using the words in the
10.5.2 list.
Check Ss' answers.
Answer Key
1 predictable
2 gripping
3 well-developed, likeable
4 surprising
5A То practise vocabulary for recommending SB p. 105

Check Ss' answers by asking Ss around the class to read out
their sentences.
Answer Key
A 1 would definitely recommend
2 well worth seeing
В 3 you are looking for
4 is definitely for you
5 box office hits
C 6 make sure it's this one
7 won't regret it
8 In my opinion
5B To identify sentences recommending used for

recommending
Elicit answers to the question from Ss around the class.
Answer Key
I thoroughly enjoyed watching this film and would highly
recommend it. If you've enjoyed the other films in the Star Wars
series then you won't be disappointed by Rogue One. It's a must-
see.
ENDING THE Ss present their monoluges.
LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.6.7
10.5.7
10.5.1
10.5.4
10.5.6
10.5.7

Previous learning Films
Plan
BEGINNING THE 6 To review/practise the passive SB p. 105

LESSON Ask Ss to read the film review in Ex. 1 again and identify the
passive forms.
10.6.7 Then ask Ss to check their answers in the Grammar Reference
10.6.8 section.
10.6.9 Give S time to complete the task.
Then give Ss time to complete the task.
Check Ss' answers.
Answer Key
[was] directed by (past simple), was released (past
simple), is being built (present continuous), is played
(present simple)
1 Guardians of the Galaxy was directed by James Gunn.
2 In the film, the astronauts were being attacked by aliens.
3 The new sci-fi film is being watched by thousands of people at the
cinema.
4 The lead role is played by Ryan Gosling in Blade Runner 2049.
5 Simplistic special effects are used in the film.
6 This film is being highly recommended by lots of people.
7 In this film, the depths of outer space are being explored by the
spaceship's crew.
8 In the past, 3D technology was not us directors in their films.
PRESENTATION 7 Your turn To analyse a rubric
AND PRACTICE Ask Ss to read the rubric, underlint words and then answer the
questions
10.5.7 Explain to Ss that it is very importan the rubric carefully so that
they indut points mentioned.
Answer Key
Key words: website, review of a sci-fi film >
seen, describing the plot, making general coi
giving your recommendation, 120-180 word:
1 a review of a sci-fi film
2 readers of a website
3 present tenses
4 title and type of film, name of director, v you recommend it, main
points of plot, t comments on characters/plot/etc
8 To write a film review

Explain the task and give Ss time to write film review using the
plan, the Useful lant box and their answers to Ex. 7. Thet
various Ss to read their reviews aloud.
10.5.1 Remind Ss to use language for recommenc
10.5.4 Alternatively, assign the task as HW and c Ss' answers in the
10.5.6 next lesson.
10.5.7
Guardians of the Galaxy: Vol. 2, directed by Jc Gunn, is the second
instalment in the world-fan Guardians of the Galaxy series. It is an
exciting funny sci-fi fantasy film from Marvel Studios continues the
story from the first film that i released in 2014.
In the film, the Guardians, who are now here must fight to stay
together and help their leac Peter Quill (Star Lord) find out about
his father a his special powers. They make friends with th enemies
and once more defend the galaxy from bigger enemy.
The storyline is interesting and gripping and there lots of humour,
too. The star-studded cast includi Chris Pratt as Star Lord, Zoe
Saldana as Gamon David Bautista as Drax, Bradley Cooper as
Rockt and Karen Gillan as Nebula. The action-packed pic and
spectacular special effects keep you glued ti your seat from start to
finish.
This is a thoroughly entertaining film and I wouli highly
recommend it. It's definitely worth seeing anc will please anyone
who enjoys action-packed films.
LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.1.8
10.5.2
10.5.6
Previous learning A film review
Plan
1. To read for gist and introduce the topic and listen SB p. 106
BEGINNING THE
LESSON
Elicit what, if NASA and ISS. around the class and write two of
10.1.8 them on the board.
10.4.1 Play the recording. Ss listen and read the text and see if the
questions were answered.

NASA - National Aeronautics and Space Administration
ISS - International Space Station When was NASA set up? (1950s)
When did the ISS go into space? (not answered)
PRESENTATION 2 To read for specific information SB p. 106
AND PRACTICE Explain the task and ask Ss to read the sentences 1-6 and then
read the text again and mark them as true, false or doesn't say
according to the text.
10.4.2 Check Ss' answers. Ask Ss to justify their answers
Answer Key
1 DS
2 F (1969)
3 T
4 T
5 F (Baikonur Cosmodrome, Tyuratam, Kazakhstan)
7 DS
8
in the Word List.
3A To consolidate new vocabulary
Explain the task.
10.3.7 Give Ss time to complete the task, referring back to the text if
10.5.2 necessary.
Check Ss' answers.
Answer Key
1 exploration 4 technology
2 operations 5 Planetary
3 science 6 aeronautics
3B To talk about NASA

Ask various Ss around the class to use their answers in Ех.За to talk about
10.5.2 NASA.

NASA has four departments. The aeronautics research division concerns itself with
transport to and through space. The space technology department concerns itself with
developing technology for the exploration in space. The human exploration and
operations department oversees activities involving missions to the International
Space Station. The science division studies the universe including the Earth. This
division includes the Office of Planetary Protection which protects the Earth from an
alien invasion.
4 To consolidate information in a text

• Ask various Ss to tell the rest of the class three things they
found impressive in the text.

I thought it was impressive that NASA was created in the 1950s.
I thought it was impressive that there is an Office of Planetary
Protection which protects the Earth from alien invasions.
I also thought it was impressive that missions to the ISS launch from
the Baikonur Cosmodrome, Tyuratam, Kazakhstan.
5. To write about the Baikonur

Give Ss time to collect information about the Baikonur
Cosmodrome and write a paragraph about it. Then, ask various
Ss to read out their paragraph to the class.
Alternatively, assign the task as HW and ask Ss to give read out
10.5.6 their paragraphs in the next lesson.
(Ss' own answers)
Background
NASA (The National Aeronautics and Space Administration) was
formed in 1958 and is responsible for the USA's civilian space
programme and for aerospace research. Its motto is 'For the
Benefit of All'. Its headquarters are in Washington, D.C.
ENDING THE Ss present their own answers
LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.1.8
10.6.1
10.1.9
Previous learning NASA
Plan
BEGINNING THE 1. To introduce the topic and listen for gist SB p. 107
LESSON Read the rubric aloud and direct Ss' attention to the picture.
Elicit that triffids are strange plants.
10.1.8 Play the recording. Ss listen and find out the answer.
10.4.4
Triffids appear in a science-fiction novel by John Wyndham. They
are tall plants with legs that seem intelligent, but are aggressive and
attack people with their poisonous stings.
PRESENTATION 2 To read for cohesion and coherence SB p. 107
AND PRACTICE Explain the task and ask Ss to read the sentences A-H.
Then give Ss time to read the text and complete the task.
10.4.7 Check Ss' answers around the class. Ask Ss to justify their
answers.
Answer Key
1 H They don't'hear'. They're just plants.
2 E ... numbers collected along the fence ... didn't
... do anything ... They simply settled down ...
3 A ... complete darkness ... turned on the light...
4 C ... pulled the window shut... as it closed ...
5 F ... took no risks ... thick clothing and gloves
... leather helmet ... goggles ... wire mask ... largest carving knife...
6 D ... in a fine spray ... misted the goggles ...
wash it off my face.
7 G ... last of the intruders ... broke in again.
in the Word List.

10.4.5
Check Ss' answers.
Answer Key
wriggled = turned quickly
viciously = violently
smacked = hit sharply
intruders = invaders
tiptoe = the front part of your foot
10.6.1
4. To identify adjectives in a text
Explain the task and give Ss some time 10 complete it.
Check Ss’ answers around the class
Answer Key
1 slashing 5 thick
2 grey 6 leather
3 Complete 7 largest carving
4 leathery green 8 fine
5. To develop critical thinking skills

10.1.9 • Explain the situation.
Play the recording and give Ss s< the task.
Monitor the activity around the ask some Ss to report back to the
class

I can see them all around the car, silently. As the car moves, the leave: the car and
everything goes dark ii stings whip up and hear them smc windscreen. I feel
frightened.

LESSON
Values links

and why?
Lesson plan

Date: Teacher name:
Learning 10.5.2
this lesson is
contributing to
Assessment criteria Learners have met the learning objective if they can: write an email reviewing a concert

Previous learning Reaching for stars
Plan
BEGINNING THE 1. To present and practise phrasal verbs with keep, let and SB p. 108
LESSON pick
Ask Ss to read the theory box and then give Ss time to complete
10.5.2 the task using their dictionaries to help them if necessary.
10.6.15
Check Ss' answers.
1 off 2 down 3 on 4 out 5 up
PRESENTATION 2. To practise prepositional phrases
AND PRACTICE Explain the task and give Ss time to complete it and then check
Ss' answers.
10.5.2 Ask Ss to add the words to the Prepositions section in their
notebooks.
Ask Ss to revise this section regularly as this will help them use
the English language in a natural way.
Answer Key
1 in 2 on 3 for 4 at 5 in

Explain the task and give Ss time to complete it and then check
Ss' answers.
Answer Key
1 attracts 3 wandered 5 bring
2 sank 4 admitted
4. To practice word formation

10.5.2 Give Ss time to read the theory box and then complete the task
Answer Key
1 appearance 4 difference
2 quietness, privacy 5 activity
3 collection
5. To practise collocations
Explain the task and give Ss time to complete it
Check Ss' answers.
10.5.2
Answer Key
1 annual 5 lifelong 9 welcom
2 travel 6 demand 10 drive
3 weather 7 native 11 full
4 video 8 highly 12 closely
Further Practice – Quiz

To consolidate information in
10.5.2 the module
• Give Ss time to complete the quiz, looking back through the
Quiz
Mark the sentences T (true) or F (false). Correct the false sentences.
1 Planets expand and pull stars towards them
2 The Roswell UFO case happened in 1947
3 Neil Armstrong set foot on the moon
in June, 1969.
4 People have been living on the ISS since
2009.
5 There are around 1,000 stars within
30 light years of Earth.
6 Avatar was directed by James Cameron
7 NASA was created in 1972.
8 Yuri Gagarin was the first man in space
Answer Key
1 F (Stars expand and pull planets towards them.)
2 T
3 F (July)
4 F (2000)
5 T
6 T
7 F (1950s)
8 T
Extra Activity
Ask Ss to read through Module 8 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 Pluto was named in 1930. (T)
2 Roswell is in New Mexico. (T)
3 The ISS gets its power from the Sun. (T)
4 Scientists found water on the moon in 2000. (F - 2009)
5 It costs £6,000 to put a kilo of something into orbit. (F - half a
kilo)
6 Avatar started filming in 2001. (T)
7 Rogue One was directed by James Gunn. (F - Gareth
Edwards)
8 Felicity Jones stars in Rogue One. (T)
ENDING THE Ss present their Quiz
LESSON
Values links
and why?
Lesson plan

Date: Teacher name:
Learning 10.4.7
contributing to 10/.6.17
10.6.10
10.6.11
10.6.9

Previous learning Language in use
Plan
activities)
BEGINNING THE Summative assessment for Unit 8 (20 min)
LESSON
10.4.7
PRESENTATION 1. To read for cohesion and coherence SB p. 109
AND PRACTICE Give Ss time to read the text and match the missing sentences
A-H to the gaps 1-7.
10.2.2
10.5.2 Answer Key
10/.6.17 1 H (radio transmissions 'signal')
10.6.10 2 D (William Hershel saw a new world beyond Saturn. His
10.6.11 discovery of Uranus) ...
10.6.9 3 A (a planet... It was a world ... It was so dose to its sun)
4 G (So far ... 'That is until ... Kepler's ... incredible NASA
telescope)...
5 F (antennas ... signals ... radio dial... transmissions...)
6 В (not inhabited ... could all be dry and empty. Or perhaps)
7 C (still searching. More Earth-like planets will be found...)
Ask Ss to read the statements 1-10.
2. To listen for specific information

Play the recording. Ss listen and fill the gaps accordingly.
Check Ss' answers.
Answer Key
1 (real) page-turner 2 couple 3 eyewitness
4 non-fiction 5 ghosts 6 Bermuda Triangle
7 articles 8 researchers 9 a week
10 documentary
3 To practise vocabulary from the module

• Explain the task. SB p. 109
Answer Key
1 hovering
2 applied
3 overcome
4 soared
4 To consolidate vocabulary from the module

Answer Key
1 dioxide 3 particles 5 surface
2 imagery 4 atmosphere

Answer Key
1 If Didar hadn't been writing a report all night, she wouldn't
be tired now.
2 If Kairat was careful, he wouldn't have broken his camera.
3 If they had programmed the machine, it would be working
now.
4 If Sanzhar's alarm had gone off, he wouldn't have been late
for his science class.
5 If I liked robots, I would have joined the robotics club.
6 If they hadn't run out of money, they would have been able
to run the mission

Answer Key
1 Data was being gathered from Saturn by NASA's Cassini
spacecraft for 13 years.
2 A mission to Mars was being planned last week by the
astronauts.
3 A report about the moon landings is being written by
Sultan.
4 Better films are being created nowadays by directors
because of advanced equipment.
5 New spacecraft were developed last year by scientists to
travel to the moon.
6 The giant storm on Jupiter is monitored by scientists.
State-of-the-art technology is being used to create the film by
creative artists.
7 State-of-the-art technology is being used to create the film
by creative artists.

Give Ss time to complete the task and then check Ss' answers.
Answer Key
1 He told her (that) he was watching a documentary on space
colonisation.
2 He told her (that) he had been studying for his chemistry
exam.
3 The boy asked his mum when they would visit the UFO
museum.
4 She asked Kanat if/whether he had ever heard of the UFO
festival in Roswell.
5 The teacher told the students (that) they must/ had to finish
their project on space as soon as possible.
.8 To write a film review

Explain the task and give Ss time to plan and complete their
work and then check Ss' answers.
Alternatively assign the task as HW and check Ss' answers in
the next lesson.

The Space Between Us, directed by Peter Chelsom, is a heart-
warming sci-fi film with elements of drama and romance that tells
the story of the first person born on Mars.
In the film, a space shuttle sets off on the first mission to colonise
Mars. After take-off they discover that one of the astronauts is
pregnant. Soon after, she dies giving birth and her son, Gardner
Elliot, grows up on Mars without knowing who his father is or
how he came to be there. He makes friends online with a girl on
Earth and journeys to Earth to meet her. They go on an adventure
together to find out how he came to be. The storyline is interesting
and the characters are well-developed. The lead actor is Asa
Butterfield and his friend, Tulsa, is played by Britt Robertson. The
interesting characters and absorbing plot keep you fascinated from
start to finish.
This is a thoroughly entertaining film and I would highly
recommend it. It's definitely worth seeing.
ENDING THE Check your Progress
LESSON 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.
Values links

and why?
`Module 9 “Independent project”

Vocabulary
Date: Teacher name:

Learning 10.1.9
contributing to
Aim Module Objectives
Read the title of the module Independent project and ask Ss to suggest what
they think the module will be about (the module is about scientific
breakthroughs, celestial bodies, human anatomy and chemistry elements). Go
Previous learning Space
Plan
BEGINNING THE 1. Vocabulary To introduce the topic SB p. 111
LESSON Direct Ss' attention to the pictures and elicit what, if
anything, they know about each topic.
10.1.9
Ask various Ss to tell the class.
(Ss' own answers)
PRESENTATION 2. To listen for confirmation
AND PRACTICE Ask Ss to read the texts.
10.5.2 Go through the words in the list and explain/ elicit the
meanings of any unknown words.
Give Ss time to complete the texts.
Play the recording. Ss listen and check their answers.
Then have Ss match the texts to the pictures.
Answer Key
1 elements 3 universe 5 helix
2 properties 4 DNA
IB 2С ЗА
OVER TO YOU!
10.3.7
To talk about scientific breakthroughs and expand the topic
Elicit answers to the questions in the rul various Ss around the
class.

• The transistor was invented in 1947 by a team of
researchers at Bell Labs in the USA. This paved the way for the
transistor radio, the television and early computers.
• Magnetic Resonance Imaging was invented by American
chemist Paul C. Lauterbur in 1971. Later Peter Mansfield, an
English physicist developed a technique that meant scans would
take seconds instead of hours and produce clearer images.
They were awarded the Nobel Prize in Medicine in 2003 for
their discoveries. MRI scans can diagnose diseases quid easily
and have advanced medicine a great deal.
ENDING THE Elicit answers to the questions in the rul various Ss around the
LESSON class.
Values links
Were the lesson objectives/learning most relevant questions from the box on the left about your
objectives realistic? lesson
and why?
Lesson plan
Date: Teacher name:

Learning 10.5.2
10.4.5
10.6.1
10.6.3
10.3.2
10.1.2
10.4.4
10.5.6
10.5.7
Lesson objectives
Assessment Learners have met the learning objective if they can: talk about water attractions and write
criteria a blog entry
Previous learning Independent project
Plan
activities)
BEGINNING 1A Vocabulary To introduce the topic and key vocabulary SB p. 112
THE LESSON Play the recording. Ss listen and repeat chorally and/or individually.
Then ask Ss to read the dictionary entries.
10.5.2
PRESENTATION 1B To name the planets
AND PRACTICE • Ask Ss to name the planets in our solar system.
• Play the recording for Ss to check.
10.5.2
Answer Key
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune
4 Reading To predict the content of the text

Read out the Study skills box.
10.2.1 Elicit what, if anything, Ss know about the origins of the
universe and what they would like to know and elicit various
questions from Ss around the class. Write two questions on
the board.
Play the recording Ss listen and read the text and check if the
questions are answered.

What is the most popular theory? (The Big Bang Theory)
What other theories are there? (The Cyclical Universe
Theory and the Multiple Universe Theory)
Go through sentences 1-8 and ask Ss to underline the key words.
10.4.2 Explain that this will help them do the task.
10.4.9 Give Ss time to read the text again and match the statements to the
theories. Ask Ss to look for words/phases synonymous to the
underlined key words in the sentences 1-8.
Check Ss' answers.

Key words in the exercise
1 space, time, have existed forever
2 most physicists support
3 why, universe, ideal conditions, supporting life
4 universe, came from, earlier universe
5 one universe exists
6 supported by evidence, see
7 will eventually disappear
8 universe, we are living, unique
Answer Key
1 В, C (space and time ..., had no beginning, has existed
forever)
2 A (most widely accepted hypothesis)
3 C (explanation, perfectly suited towards supporting life)
4 В (prior universe)
5 A, В (single point in space, our universe began when another
universe collapsed)
6 A (looking through their telescopes they noticed)
10.5.2 7 В (eventually it will also collapse)
8 C (each universe in it is different)

4 To consolidate new vocabulary SB p. 113

Go through the list of words and explain/elicit their meanings.
10.4.5 Give Ss time to complete the task and then check their answers.
Answer Key
1 expanding 3 infinite 5 exploded
2 prior 4 collapse
5. To identify pronoun references

Read out the Study skills box and explain the task.
Give Ss time to decide which noun each underlined pronoun in the
text refers to.
10.6.3
Answer Key
Text A: it - our universe, it - the Big Bang Theory Text B: it - the
Cyclical Universe Theory, it - our universe
Text C: It - the universe, it - the multiverse, them – universes
6. Grammar To identify compound nouns, -ing adjectives,

compound adjectives and superlative adjectives
Direct Ss' attention to the words in bold in the text.
Elicit what type of noun/adjective each one is.
10.3.2 Refer Ss to the Grammar Reference section for more details.
Answer Key
startling - -ing adjective widely accepted - compound adjective
single point - compound noun the latest - superlative adjective
7A Speaking & Writing To consolidate information in a text

Explain the task and ask Ss to read the example.
Give Ss time to complete it.
Check Ss' answers.
10.1.2
1 How did the universe start accordii Bang Theory?
2 According to the Cyclical Universe caused the big bang?
3 How many universes are there аса. Multiple Universe Theory?
7B To consolidate information
Ask Ss to swap question paper answer their partner's question
Ss check their answers in pairs.

10.5.6 Our universe exploded out of nothing l point about 14 billion years
10.5.7 ago.
It was caused by the collapse and ex/ prior universe.
There are trillions upon trillions of universes.
8. To present a theory
Give Ss time to research online a information about another thee
origins of the universe and write a
Ask various Ss to read out their text

Three scientists Fred Hoyle, Thomas C Bondi, set out a theory
known as the theory. It proposed an eternal universe based on the
cosmological principle, originally proposed by Einstein. Their idea
was that the universe is smooth and looks the same to all observers
in all times and at all places. It proposed that the, spontaneous and
continuous creation c of matter. In each area of space, once a year
a new into existence which would accumulate over time and
maintain a constant density in a, universe. As old stars and galaxies
die, new ones are born and formed by the constant regt. matter
through this spontaneous process. This theory never gained the
scientific support that the big bang did. It was also very difficult to
prove as no one had ever observed the creation of that were
supposed to be occurring spontaneously out in space.
ENDING THE Elicit answers to the questions in the rul various Ss around the class.
LESSON

plan and why?
Lesson plan

Date: Teacher name:
Learning 10.4.3
10.4.4
10.5.6
10.5.7
10.3.6
10.4.2
10.4.7
10.1.9
10.3.5
10.5.2
Lesson objectives
Assessment Learners have met the learning objective if they can: talk about types of media, past
criteria events
Previous learning The universe
Plan
BEGINNING 1. Vocabulary To present new vocabulary SB p. 114
THE LESSON Play the recording with pauses for Ss to listen and repeat chorally
10.4.3
PRESENTATION 2 To identify the author's purpose in a text
AND PRACTICE • Go through the Study skills box with Ss and then give Ss time
to read the title and skim through the text and identify the author's
10.4.1 purpose.
• Elicit answers to the questions in the rubric from Ss around
the class.

The text is about the aging process.
The author's purpose is to discuss the question in the title and inform
us about research on slowing the aging process.
3 To read for key information

10.3.2 Read out the Study skills box. Then give Ss time to read the title and
skim through the text in order to identify the main idea of each
paragraph. Ss can work in pairs.

Para 1: a recent experiment on mice
Para 2: how the experiment may apply to human aging
Para 3: theories on aging
Para 4: morality of stopping aging
Para 5: what we can do today to stay young
SB p. 114
Boston is the capital and largest city in the American state of
Massachusetts. It was founded in 1630 and is one of America's oldest
cities. It has a population of over 617,000. It is famous in sports as it
is home to the Boston Celtics (basketball) and the Red Sox (baseball).
New York is in the north-eastern state of New York in the USA. It is
home to the famous tourist attractions the Statue of Liberty and the
Empire State Building. It is the most populated city in the USA and is
known as the cultural capital of the world.
4. To answer comprehension questions on a text

Ask Ss to read questions 1-7.
10.3.2 Give Ss time to read the text again and answer the questions.
10.1.2
Check Ss' answers.
10.4.4
10.5.6
Answer Key
1 The mice's fertility improved, their fur looked healthier, and their
brains worked better.
2 There is more than one enzyme involved in the human aging
process. toxins
3 They bred mice that didn't lose their ability to remove damaged
proteins from their livers as they aged.
4 The overpopulation of the planet.
5 They contain lycopene which prevents sun damage to the skin and
they increase the procollagen in your skin which keeps it firm and
prevents wrinkles.
6 Because scientists are doing experiments to develop drugs which
may reverse the aging process.
Refer Ss to the Check these words box and ask Ss to look them
101.9
10.3.5 5. To consolidate information in a text
Give Ss three minutes to write down four things they have
learnt in the text.
Ask various Ss to read their sentences to the class.

I learnt that an enzyme called telomerase can repair DNA.
I learnt that as we age, we cannot remove toxins from our cells the
same as when we were young.
10.5.2 I learnt that tomatoes can stop people from getting a sunburn.
I learnt that eating tomatoes also helps to keep the skin firm.

Go through the list of words and explain/elicit their meanings.
Answer Key
7 combat 3 serving 5 enzymes
2 efficient 4 reversed
ENDING THE Give Ss time to complete the task and then check Ss' answers.
LESSON

plan and why?
Lesson plan
Date: Teacher name:

Learning 10. 6.17
10.5.9
Lesson objectives
Assessment Learners have met the learning objective if they can: talk about types of media, past events
criteria
Previous learning Human biology
Plan
BEGINNING 7. To revise conditionals type 3 SB p. 115

THE LESSON Elicit how we form the third cc elicit examples from Ss around th
Refer Ss to the Grammar Reference
10. 6.17
We form type 3 conditionals with if perfect -» would have + past
participle
If he had studied, he would have passed the exam.
PRESENTATION 8A To present wishes SB p. 115
AND PRACTICE • Ask Ss to read the examples and elicit when we use if only.
Then elicit when refers to the present and when the past.
10. 6.17 • Refer Ss to the Grammar Reference
Answer Key
We use wish/if only when we want to would like something to be
different and to express regret. If only is more emphatic than with.
I wish/lf only I were taller. - present
I wish/lf only I hadn't put on weight. – past
8B to practise making wishes

10. 6.17 Give Ss time to make sentences prompts and then check Ss' answers
class.
Answer Key
I wish/lf only I could drive a car.
I wish/lf only I had taken driving lessons 1 younger.
I wish/lf only my mum would work fewer I wish/lf only my mum had
an easier job.
9 Speaking & Writing To develop critical thinking skills

10.1.1 • Give Ss three minutes to write a few s
10.1.3 • Ask various Ss to read their sentences in the class.
10.5.6
I think life would be very different if sciei found a way to stop people
from aging. Peo[ be able to experience everything life has because
they would have an unlimited ai time; they would never feel too old to
try s new. However, overpopulation would definh strain on the planet's
resources and its ( sustain life.
ENDING THE Give Ss time to complete the task and then check Ss' answers.
LESSON

plan and why?
Lesson plan
Date: Teacher name:

10.4.6
10.6.16
10.3.6
10.3.7
Lesson objectives

Previous learning Conditional 3 and wish
Plan
planned activities)
BEGINNING THE 1. To present new vocabulary Vocabulary SB p. 116

LESSON Read the elements a-h out loud and ask Ss to guess
10.5.2 which chemical symbol each one matches.
Play the recording for Ss to check their answers.
Play the recording again for Ss to repeat chorally
Answer Key
1c 3 h 5 f 7 b
2d 4 a 6 g 8 e
PRESENTATION 2 To use prior knowledge when reading
AND PRACTICE Ask Ss to read the sentences 1-6 and say which ones
10.2.2 are true.
10.4.2 Play the recording. Ss listen and check their answers.
Answer Key
1 T ( .2) 4 F( 16-18)
2 T ( 7) 5 F ( 28)
3 F( 10-12) 6 F ( 26-27,
10.5.2
10.4.2
Read out the Study skills box. Then ask Ss to read the
10.4.6
questions 1-5 and the possible answers.
Give Ss time to read the text carefully and complete the
task. Check Ss' answers. Ask Ss to justify their answers.
SB p. 117
Answer Key
C (£. 7) 4 В (£.31-35)
D (£. 15) 5 D (£. 40)
A (£. 18-19)


• Explain the task. Give Ss time to complete the task.
Check Ss' answers.
10.5.2
Answer Key
1 breathe 4 carbon 7 sea
2 make 3 support 8 animal
3 large 6 grow

10.5.2 Give Ss time to complete the task and then check Ss'
answers.
Answer Key
1 cope3 toxic
2 wings 4 ventured
6 To consolidate prepositional phrases in a text

• Ask Ss to read the sentences 1-6 and fill in the
10.4.2 missing prepositions, then give Ss time to correct them by
10.6.16 referring back to the text.
• Ask Ss to compare their answers with their
partners, then check Ss' answers around the classroom.
Answer Key
1 on 3 in 5 on, in, at
2 with 4 in 6 on
1 Life on Earth arose in an environment without

oxygen.
2 Our bodies process oxygen with 98%
effectiveness.
3 Oxygen has not always been present in the
atmosphere.
4 The appearance of oxygen in the atmosphere is
known as the Great Oxidation Event.
5 Evidence suggests animal life first appeared in the
oceans.
6 Land animals depend on sea algae for most of
their oxygen.
10.3.6 7. Speaking & Writing To consolidate information
10.3.7 Ask Ss to talk in pairs about v learnt from the text.
Ask various pairs to share thei the class.

I have learnt that too much oxygen we only process 98%
of the oxygen atmosphere is only 21% oxygen; oxygen in
our atmosphere at some p and that in an oxygen-rich
environment would be much bigger.

Explain the task.
Give Ss enough time to write a few sentebces
Ask various Ss to read their se class.

I think the author's purpose was to inform readers about
oxygen and the role it plays in our world. The author
includes some surprising facts and also explains how
oxygen has helped shape our planet since the Great
Oxidation Event. They also mention that without sea
algae the planet would be in danger of not having
enough oxygen.
ENDING THE check Ss' answers around the classroom.
LESSON
Values links
lesson

and why?
Lesson plan
Date: Teacher name:

Learning 10.5.2
10.5.9
Lesson objectives

Previous learning Conditional 3 and wish
Plan
activities)
BEGINNING THE Revision Conditional 3 and wish

LESSON
PRESENTATION 1. Writing To analyse a rubric SB p. 118
AND PRACTICE Ask Ss to read the rubric and underline the key words and
then answer the questions.
10.5.2 Explain to Ss that it is very important to read the rubric
Answer Key
Key words: designer babies, teacher, essay, opinion, 120-180
1 an essay
2 my teacher
3 my opinion on designer babies
4 120-180 words
5 formal
6 (Suggested Answer Key) I think that it is immoral to create
designer babies. Just because we have the ability to do something
does not always mean that we should do it. Also, there may be
unknown consequences to interfering with DNA.
10.5.2 2. To analyse a model for structure and content

• Ask Ss to copy the table into their notebooks.
• Then give Ss time to read the model essay and complete
the table.
Answer Key
Viewpoints Examples & Reasons/Results

1 we can prevent genetic fewer children affected by
diseases genetic diseases, more healthy
children & less strain for
parents
2 enhance the looks & smarter and more beautiful
intelligence of babies people, children wouldn't be
bullied for looks or how
clever they are
3 no one has the right to unborn children should have
change an unborn to right to remain genetically
human unmodified, no guarantee
parents would like the
outcome
3. To substitute linkers
10.5.7 • Ask Ss to read the Useful language box and then give them
10.6.16 time to replace the linkers in bold in the text with suitable
alternatives from the box.
Answer Key
Firstly = To begin with
For example = For instance
This would mean = As a result
Moreover = Additionally
As a result = Consequently
On the other hand = However
In conclusion = To sum up
4. To practise linkers SB p. 119

Check Ss' answers.
Answer Key
A1 To begin with B 4 However
2 For instance 5 in particular
3 As a result 6 That is why
5 To identify and substitute opinions

Ask Ss to read the Useful language box again and then give them
10.5.4 time to identify and replace the phrases the writer uses to express
their opinion with suitable alternatives from the box.
Check Ss' answers.
Answer Key
To my mind = I think/believe
I believe = It seems to me
6 To practise expressing opinion

Explain the task and read out the example.
Then give Ss time to complete it and check Ss' answers by asking
Ss around the class to read out their sentences.

2 It seems to me that we should spend taxpayers' money on
improving hospitals, schools and other public services.
3 I think space exploration is responsible for many developments
in science and technology.
4 As far as I am concerned, it is a waste of money to keep funding
space exploration.
5 In my opinion, it is very important to find another planet that
supports life.
10.5.5
7 Your turn To analyse a rubric
Ask Ss to read the rubric and underline the key words and then
answer the questions.
Explain to Ss that it is very important to read the rubric carefully
so that they include all the points mentioned.
Answer Key
Key words: space exploration, teacher, essay giving your opinion,
120-180 words
1 an essay
2 my teacher
3 my opinion on space exploration
10.5.5 4 120-180 words
5 formal
6 (Suggested Answer Key) I think space e> is vital to
scientific development as well future of humankind.
8A To prepare for a writing task

Ask Ss to read the viewpoints 1-4 and the
examples/reasons/results A-D and give them time to match them.
Check Ss' answers.
Answer Key
ID 2A 3B 4C
8B To identify positive/negative points

Elicit which points in Ex. 8a are in space exploration and which
points are against
10.5.5 Answer Key

10.5.9 In favour: 1, 3 Against: 2, 4
9 To write an opinion essay

Explain the task and give Ss time to essay using the plan, the
Useful Ian and their answers to Exs 7 & 8. various Ss to read their
essays aloud
Remind Ss to use language for opinion.
Alternatively, assign the task as HW Ss' answers in the next
lesson.

Should we spend huge amounts of mon exploration?
Space exploration is a hot topic these days, but some people
question whether we should spend great amounts of money on it. I
think we must if we are to prepare for the future.
Firstly, we need to explore other planets t survival of the human
race. In environmental problems, nuclear war meteor may
threaten our existence. If we habitable planet, we can avoid being
wiped out. Secondly, important scientific discover space can help
us here on Earth. For may discover new resources on other may
also develop new technologies w helpful on Earth.
On the other hand, some people believe money could be better
spent. The problems here on Earth such as poverty hunger need to
be solved before we space.
All in all, I believe space exploration is v for the future of
mankind. There is so m to discover and it is an investment in the
future.

LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.1.8
10.4.2
10.4.5
10.5.6
Lesson objectives
Assessment criteria Learners have met the learning objective if they can: express feelings with the correct
intonation in the dialogues
Previous learning Daily routines & free-time activities
Plan
BEGINNING THE 1. To introduce the topic and listen and read for gist SB p. 120
LESSON Read out the title and elicit Ss' guesses as to what happens
during this week.
10.1.8
10.1.9 Play the recording. Ss listen and read the text and check.
10.3.5
Science events are held around the country, science documentaries
are shown on TV, museums have science exhibitions, poster and
photography competitions are held, and schools arrange various
activities.
PRESENTATION 2. To read for specific information
AND PRACTICE Explain the task and ask Ss to read the sentences 1-6 and
10.4.2 then read the text again and mark them as true, false or
doesn't say according to the text.
Check Ss' answers. Ask Ss to correct the false statements.

Answer Key
1 DS
2 F (10 days)
3 F (Royal Mail prints the logo on its envelopes.)
4 T
5 T
6 DS
3 To consolidate new vocabulary through synonyms

Answer Key
Association = organization
aimed = directed
exploration = search
exhibits = displays
demonstrations = presentations
advances = breakthroughs
impact = effect
10.1.9 4 To express an opinion

10.3.5 Ask various Ss around the class to express their opinions on
British Science Week and give reasons.
I would like to attend British Science Week events because I think
they would be fun and interesting. I think I would enjoy listening
to scientists speak the most because they can tell me lots of
interesting details about specific things.
5. To write about a science event

10.5.6 Give Ss time to research online and collect information about a
similar event in their country and write about it. Then ask various
Ss to read out their information to the class.
• Alternatively, assign the task as HW and ask Ss to give
read out their information in the next lesson.
(Ss' own answers)
LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.4.1
10.4.8
10.5.6
10.5.7
10.6.9
Lesson objectives
Assessment Learners have met the learning objective if they can: present and write about festivals
criteria
Previous learning British science week
Plan
BEGINNING 1 To introduce the topic and listen and read for gist SB p. 121
THE LESSON Read the headings in the text aloud and elicit whether any Ss know
what causes these reflex actions to happen.
10.4.1 Play the recording. Ss listen and follow the text in their books to find
out.
Answer Key
We yawn when we are tired to get more oxygen into the blood. We
cough to clear our airways of irritation. We blush when the body
releases adrenalin, which increases the blood flow. It usually happens
when we are embarrassed. We hiccup when something irritates the
diaphragm muscle. We sneeze when something irritates the inside of
our nose. We snore when we are asleep and air can't move through
our mouth and nose freely.
PRESENTATION 2 To read for specific information
AND PRACTICE Ask Ss to read the sentences, and then give them time to read the text
again and complete the task.
10.4.2 Check Ss' answers. Ss should justify their answers.
Answer Key
1 snore 3 blush 5 sneeze
2 yawn 4 hiccup 6 cough
Refer Ss to the Check these words box and ask Ss to look them up in
the Word List.
10.4.5
3 To learn/consolidate new vocabulary
Direct Ss' attention to the highlighted words in the text and the list of
words in the rubric.
Give Ss time to match them, and then check Ss' answers around the
class.
Answer Key
alert: awake contagious: infectious
self-conscious: uncomfortable around others
become aware: know about
jerky: sudden and fast
irritates: bothers
vibrate: shake
10.3.3
Ss work in pairs, and tell their partners something they remember
about each reflex action in the text.
Monitor the activity and then elicit from various Ss.

Yawning increases the heart rate.
We close our vocal cords when we cough.
Babies don't blush.
The muscle below our lungs is the diaphragm. L
when something irritates it.
A sneeze can be up to 160 kmph.
45% of men snore regularly.
10.4.8
10.5.6 5 To give a presentation on reflex actions
10.5.7 Ask Ss to work in small groups am information from the Internet,
10.6.9 school textbooks encyclopaedias or other reference sources about the
reflex actions in the text.
Allow time for Ss to collect their interesting facts and present them to
the class. Alternatively assign the task as HW.

Olympic athletes try to yawn before they complete. Just thinking about
yawning can make you yawn, but no one can explain why!
The average human cough expels enough air to fill up a 1.5-litre
bottle.
People with fair skin seem to blush more often then people with dark
skin because the colour of blood shows more easily through pale skin.
Most cases of hiccups last a few minutes if you have persistent
hiccups, you may have an underlying, health problem. Some people
say you can cure hiccups by breathing into a paper bag or drinking
water from the wrong side of the glass. When you sneeze, you even use
the muscle in your eyelids, because your eyes always close и sneeze!
As you get older, you may snore more, because the muscles and tissue
in your throat area weaker.
LESSON

plan and why?
Lesson plan
Date: Teacher name:

Learning 10.5.2
contributing to
Lesson objectives

Previous learning Body talk
Plan
BEGINNING THE 1 To present and practise phrasal verbs with hand, hang and SB p. 122
LESSON join
Ask Ss to read the theory box and then give Ss time to
10.5.2
complete the task using their dictionaries to help them if
10.6.15
necessary.
Check Ss' answers.
Answer Key
1 in 3 on 5 over
PRESENTATION 2 To practise prepositional phrases
AND PRACTICE Explain the task and give Ss time to complete it and then
10.5.2 check Ss' answers.
10.6.14 Ask Ss to add the words to the Prepositions section in their
notebooks.
Ask Ss to revise this section regularly as this will help them
use the English language in a natural way.
Answer Key
1 to 3 under 5 to
2 on 4 to 6 in
10.5.2 3 To practise collocations from the module

Check Ss' answers.
Answer Key
1 startling 3 toxic 5 natural
2 long-term 4 free 6 process
10.5.2
4 To practise word formation
Give Ss time to read the theory box and then complete the task.
Check Ss' answers.
Answer Key
1 superheroes 4 ex-husband
2 telecommunications 5 interaction
3 autobiography
10.5.2 5 To consolidate words which are often confused

check Ss' answers.
Answer Key
1 wandered, settled 3 spent, biting
2 grab, public 4 doubt
Further Practice – Quiz

Make photocopies of the quiz.
Give Ss time to complete the quiz, looking back through the
Check Ss' answers.
Quiz
sentences.
1 The Big Bang is thought to have taken place 10 billion
years ago.
2 Telomerase is a protein.
3 Tomatoes contain lycopene.
4 Our body uses all of the oxygen it takes in
5 The Great Oxidation Event took place around 2 billion
years ago.
6 A sneeze can reach a speed of 100 kmph
7 Around 30% of men snore.
8 The Cyclical Universe Theory suggests that there is more
than one universe.
Answer Key
1 F (14 billion years ago)
2 F (enzyme)
3 T
4 F (98%)
5 T
6 F (160 kmph)
7 F (45% men, 30%
8 F (Multiple Universe
To create a quiz
Ask Ss to read through Module 9 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 Dmitri Mendeleev came up with the periodic table. (T)
2 James Watson came up with the Big Bang Theory. (F - Georges
Lemaitre)
3 Telomerase repairs collagen. (F - DNA)
4 The air we breathe is 21% oxygen. (T)
5 300 million years ago the air was 75% oxygen. (F - 50%)
6 British Science Week lasts 10 days. (T)
7 A 'Demo Day' is when scientists speak to students. (F - teachers
give demonstrations)
8 The sound hiccups make comes from air in the
voice box. (T)
ENDING THE Ss present their quizzes
LESSON
Values links

and why?
Lesson plan
Date: Teacher name:

Learning 10.4.2
10.2.8
10.5.2
10.6.14
10.6.3
10.6.17
10.5.5
10.5.7
Lesson objectives
Assessment criteria Learners have met the learning objective if they can: write an email reviewing a
concert
Previous learning Collocations
Plan
Planned timings Planned activities (replace the notes below with your Excel
planned activities) Resources
BEGINNING THE Ss to exchange their quizzes, do them, and then check their
LESSON answers.
PRESENTATION 1. Reading To read for specific information

AND PRACTICE • Give Ss time to read the text and the statements 1-5 SB p. 123
and mark them according to what they read.
10.4.9
Answer Key
1T 2 T 3 F 4 DS 5 F
2 Listening To listen for specific information

210.2.2 (True/False statements)
10.2.3 • Ask Ss to read the statements 1-5.
10.2.8 • Play the recording. Ss listen and mark them
accordingly.
Answer Key
1T 2T 3F 4F 5F
3 To practise vocabulary from the module SB p. 124
10.5.2 Explain the task.
Ss complete the task.
Check Ss' answers.
Answer Key
1 hypothesis 4 free radicals 7 motivatio
2 fertility 5 technique 8 biosphere
3 prior 6 venture 9 rely on
4 To consolidate vocabulary from the module

10.5.2 Explain the task.
Check Ss' answers.
Answer Key
1 toxic 3 by-product 5 accepted
2 countless 4 steadily
5 To consolidate prepositional phrases from the module

10.6.14
Explain the task.
Check Ss' answers.
Answer Key
1 to 2 of 3 in, to 4 on
10.6.3
10.6.17 6 To practise sentence transformations
Explain the task.
Check Ss' answers.
Answer Key
1 the most amazing discovery
2 they would have completed
3 is not as warm as
4 is a better scientist than
5 only I had studied
6 was less difficult than
7 only I could attend the
10.5.5
7 To write an opinion essay
10.5.7
Explain the task and give Ss time to plan and complete
their work and then check Ss' answers.
Alternatively assign the task as HW and check Ss'

Should the government spend money on anti-aging research ?
Anti-aging is a hot topic these days, but some people question
whether the government should spend money on research into
it. I think it should not and it should spend it on more worthy
research.
Firstly, aging is a natural process. Fighting it is like trying to
break the laws of nature. If we stop people aging, it is an
unnatural way to live.
Secondly, medical research is more important. If better
treatments or even a cure were found for diseases such as
Alzheimer's disease, then fewer older people would suffer and
they would have a better quality of life.
On the other hand, some people believe that the government should spend
money on anti-aging research. They feel that no one should have to suffe r
from old age.
All in all, I believe aging is part of living and try -g to stop it
is unnatural. \Ne are born, we live, we get old and then we die.
I do not think it is something we can or should change.
Check your Progress

Ask Ss to assess their own performance in the unit by
ENDING THE Ss present their writings.
LESSON
Values links
Were the lesson objectives/learning most relevant questions from the box on the left about
objectives realistic? your lesson
and why?
Lesson plan
Date: Teacher name:

Learning
objectives(s) that
this lesson is
contributing to
Value links Explore the themes of entertainment, water attraction, TV & the media and festivals
around the world
Cross - curricular Entertainment & the Media
links
Previous learning
Plan
activities)
BEGINNING THE Summative assessment for Unit 9 (40 min)
LESSON
PRESENTATION
AND PRACTIC
ENDING THE
LESSON
Values links

and why?

Sample Lesson Plans Action 10

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for Kazakhstan Grade 10

ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК

Жалпы бiлiм беретiн мектептiњ 10 -сыныбына арналѓан

Organization of the content of the subject of "The English language"

LESSON: Module 1 Lesson 1 School:

To revise vocabulary related to

1 To revise vocabulary related to the Internet

Aim To revise vocabulary related to the

Aim) To revise vocabulary for appearance & character

To revise present and past tenses

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 1 Lesson 2 School:

Date: Teacher name:

To match scientists to their

Discussing the theme of the module

Did I stick to timings?

What changes did I make from my plan

Module 1 Science and scientific phenomena

• Refer Ss to the Word List at the back of their books

• Ask Ss to read the example sentences in the box and then

b) To practise comparative and superlative forms of adverbs

• the words in the list.

To expand the topic and write a short quiz

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

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 1 Lesson 4 School:

Date: Teacher name:

To read for cohesion and coherence

To consolidate new vocabulary

To consolidate new vocabulary

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

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 1 Lesson 5 School:

Date: Teacher name:

Previous learning 1 Science and scientific phenomena

PRESENTATION Aim To practise past modals of speculation and deduction

b) (Aim To express your opinion on the topic; to develop

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 1 Lesson 6 School:

Date: Teacher name:

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 1 Lesson 7 School:

Date: Teacher name:

To practise forming negative verbs

Explain the task, give Ss time to consider their answers

7 Writing To write about a myth

• Explain the task and give Ss time to research the

Did I stick to timings?

What changes did I make from my plan

Module 1 Science and scientific phenomena

Date: Teacher name:

BEGINNING THE Writing

5 (Aim) To practise connectors

7 Aim) To practise changing active sentences to passive

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 1 Lesson 9 School: