11 Grade 1 Term

№40 Secondary School
Lesson Plan
Unit 1 Making connections in biology
Date: Teacher’s name: Baissydyk Indira Bolatbekkyzy
Grade: 11A Number present: Number absent:
Theme of the lesson: Food science
11.1.8 - develop intercultural awareness through reading and

discussion
Learning 11.3.2 - ask and respond with appropriate syntax and vocabulary to
objectives(s) that open-ended higher-order thinking questions on a range of general and
this lesson is curricular topics, including some unfamiliar topics
contributing to 11.3.7 - use appropriate subject-specific vocabulary and syntax to
talk about a range of familiar and some unfamiliar general and
curricular topics
All learners will be able to:
Lesson objectives work out the meaning of some topic-related words by using semantic
and syntactic clues.
describe what a balanced diet is and why it is important
Plan
Teacher’s activities
Planned timings Pupil’s
Marks Resources
activities
The lesson greeting.
The teacher sets the
lesson objectives, letting
students know what to
anticipate from the Formativ
lesson. Lead-in. Ask e
Beginning students to brainstorm greetings assessme
nt Emoticon
the lesson different foods.
• Then ask: What have
you eaten today?
Are you careful about the
food you eat? Why? /
Why not?
Elicit some responses.
Main Activities . Exercise 1 page 4.
Focus attention on the eat Descripto
well plate and explain r: Presentation
Ss decide
that it is a visual
which
representation of the type
sections decide
of food we should eat for Video and
represent the which
a healthy, balanced diet. images
food we sections
The size of each section
should eat represent
represents the
most of the food
recommended proportion
of food types. Ask
students to decide which we
sections represent the should
food we should eat most most of
of (the two largest 2
sections at the top) and point
least of (the smallest
section at the bottom). Ss complete
Exercise 2 page 4. Focus the complete
attention on the phrases. information the
Check meaning and informati
pronunciation. Students on
complete the information. Handouts with
2 point task
Check answers as a class.
Exercise 3 page 5. Focus
attention on the nutrition Ss look at the
words. Check meaning food on the find an
and pronunciation. eat well plate example
Students look at the food and find an for each
on the eat well plate and example for word.
find an example for each each word.
word. Check answers as a 3 point
class.
Exercise 4 page 5. In Ss discuss
pairs, students discuss their diets in
relation to discuss
their diets in relation to their diets
the eat well plate. Write the eat well
plate. in
the following sentence on relation
the board to help them do to the eat
this: I eat more / less … well plate
than is recommended.
Ask: Do you have a 3 point
healthy diet? Why? / Why
not?
Giving the homework.
WB ex.1-3 p.4. Ask
students: What have you
Ending the lesson learned today? What can Marks Emoticon
you do now? and elicit
answers: I can talk about
nutrition and health.
Lesson Plan
Date: 09.09.2022 Teacher’s name: Baissydyk Indira Bolatbekkyzy
Theme of the
The passive
lesson:
11.3.5 - interact with peers to make hypotheses and evaluate
alternative proposals on a range of familiar and some unfamiliar
general and curricular topics
Learning
11.4.3 - skim a range of lengthy texts with speed to identify content
objectives(s) that
meriting closer reading on a range of more complex and abstract,
this lesson is
general and curricular topics 11.6.7 - use a wide variety of simple
contributing to
perfect active and passive forms and a variety of perfect
continuous forms on a wide range of general and curricular
topics
 discuss topic questions in simple phrases and sentences.
Lesson objectives  apply comprehension strategies to the text about a history of
hygiene.
 identify and use different forms of the passive with support.
Plan
Planned timings Teacher’s activities Pupil’s

Marks Resources
activities
Beginning greetings Emoticon
the lesson The lesson Formativ
greeting. The teacher sets e
the lesson objectives, assessme
letting students know nt
what to anticipate from
the lesson.
Lead-in.
Exercise 1 page 6. Play
hangman with the words
infections and hygiene.
Check meaning and
pronunciation. Then elicit
how these two words are
connected, e.g. good
hygiene prevents
infections; bad hygiene
can cause infections.
Exercise 2 page 6. Ask
students to read the text Descripto
quickly to see if it r:
mentions any ideas from
their discussion. Explain read the
any unknown words. Ss read the text
text quickly quickly to
Exercise 3 page 6. Ask to see if it see if it
students to find the mentions any mentions
examples of the passive ideas from any ideas
in the text and match their from their
them with the correct discussion. discussio
tense. n.
Presentation
2 point
Ss find the
examples of find the
Exercise 4 page 6. Go the passive
through the Learn this! examples Video and
in the text of the
box together and elicit images
and match passive in
the missing words.
them with the text
the correct and
students to rewrite the
Main Activities tense. match
sentences in the passive
and then match them 3 point
with a rule in the Learn . Handouts with
this! box. Check answers Ss rewrite task
as a class. the sentences rewrite
Exercise 6 page 6. in the the
Students rewrite the passive and sentences
underlined sentences in then match in the
the passive. Remind them with a passive
them to use by only rule and then
when the agent is match
important. Check 2 point
answers as a class Ss rewrite
the rewrite
underlined the
sentences in underline
the passive. d
sentences
in the
passive
3 point
Ending the lesson Giving the homework. Marks Emoticon
WB ex.1-3 p.5. Ask
students:
What have you learned
today? What can you do
now? and elicit answers:
I can understand a text
about a history of
hygiene. I can identify
and use different forms
of the passive.
Lesson Plan
Date: 09.09.2022 Teacher’s name: Baissydyk Indira Bolatbekkyzy
Theme of the
Keeping fit.
lesson:
11.2.5 - recognize the attitude or opinion of the speaker(s) in
unsupported extended talk on a wide range of general and curricular
topics, including talk on a growing range of unfamiliar topics
11.2.8 - recognize inconsistencies in argument in extended talk
Learning
on a range of general and curricular subjects, including some
objectives(s) that
unfamiliar topics
this lesson is
11.3.3 - explain and justify own and others’ point of view on a range
contributing to
of general and curricular topics, including some unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to
curricular topics
use topic-specific vocabulary.
Lesson objectives identify and formulate the main idea(s) of the listening
segment about
exercising with support.
describe different fitness activities
Plan

Marks Resources
activities
The lesson greeting. The

Formativ
teacher sets the lesson
objectives, letting e
Beginning students know what to greetings assessme
nt Emoticon
the lesson anticipate from the
lesson. Lead-in. Elicit the
sports and activities
students do to keep fit
Main Activities Exercise 1 page 7. In Ss describe Descripto

pairs, students describe the photo r:
the photo and answer the and answer describe Presentation
questions. Ask a few the questions the photo
students for their ideas. and
Exercise 2 page 7. Go answer
through the Listening the
Strategy together and Ss elicit
questions
elicit different ways of different
2 point
saying the underlined ways of Video and
information, e.g. worked saying the images
as hard as possible / underlined elicit
worked as hard as he information, different
could. ways of
Exercise 3 page 7. saying
Audio 1.03. Tell Ss decide if the
students they will hear underline Handouts with
the sentence
the beginning of a radio d task
in exercise 2
programme about is true or informati
fitness. Play the false. on
recording for students to 2 point
decide if the sentence in
exercise 2 is true or decide if
false. Check the answer Ss read the the
as a class and elicit the sentences, sentence
speaker’s words. decide if the in
Exercise 4 page 7. sentences are exercise 2
Audio 1.04. Allow true or false is true or
students time to read the false.
sentences. Model the
pronunciation of 2 point
mitochondria /ˌmaɪtəʊ
ˈkɒndriə/ (singular:
mitochondrion), but do
not say what they are. read the
Play the rest of the sentences
recording for students to ,
decide if the sentences decide if
are true or false. Check the
answers as a class. Ss complete sentences
Exercise 5 page 7. the sentences are true
Audio 1.05. Go through or false
the verbs and nouns and 2 point
check pronunciation.
Students complete the complete
sentences. Play the the
recording again for sentences
students to check their 2 point
answers.
WB p.6 Ask students:
Ending the lesson now? and elicit answers: Marks Emoticon
I can understand people
talking about exercise. I
can discuss sports and
fitness activities.
Lesson Plan

Theme of the
The passive: advanced structures
lesson:
11.3.4 - evaluate and comment on the views of others in a growing
variety of talk contexts on a wide range of general and curricular
topics, including some unfamiliar topics
11.3.6 - navigate talk and modify language through paraphrase and
Learning correction in talk on a wide range of familiar and some unfamiliar
objectives(s) that general and curricular topics 11.4.3 - skim a range of lengthy texts
this lesson is with speed to identify content meriting closer reading on a range of
contributing to more complex and abstract, general and curricular topics 11.6.12 -
use a wide variety of past modal forms to express appropriate
functions; use a variety of near modal structures including
supposed to, bound to, due,
willing to on a wide range of general and curricular topics
Lesson objectives discuss topic questions in simple sentences.
apply comprehension strategies to text about medical myth
identify and use advanced passive structures with support.
Plan

Marks Resources
activities
The lesson greeting. The Formativ

teacher sets the lesson e
objectives, letting students assessme
know what to anticipate nt
from the lesson. Lead-in. greetings
Exercise 1 page 8. Ask Descripto
students to discuss the Ss discuss r:
statements and say discuss
the
Beginning whether they think they are the
true or not. Elicit ideas. statements Emoticon
the lesson and say statement
whether s and say
they think whether
they are true they think
or not they are
true or
not
2 point
Main Activities Exercise 2 page 8. Ask

students to read the text Ss read the Descripto
and check their ideas. text and r: Presentation
Exercise 3 page 8. Go check their
through the Learn this! ideas.
box together and then ask read the
text and Video and
students to find examples images
Ss find check
for each rule in the text. their
ideas.
2 point
Exercise 4 page 8. examples
Students complete the for each find
sentences and then match rule in the example
them with a rule in the text. s for
Learn this! box. Check each
answers as a class. rule in
Ss complete the text.
the 2 point
sentences
complete
and then
Exercise 5 page 8. match them the
Students complete the with a rule sentences Handouts with
and then task
sentences. Check answers
as a class. match
them with
a rule
2 point
Ss complete
the complete
sentences. the
sentences
.
.2 point
Ending the lesson Marks Emoticon
now? and elicit answers: I
can use advanced passive
structures. I can discuss
health myths.
Lesson Plan
Theme of the Compound

lesson: adjectives
11.1.2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general
and curricular topics, including some unfamiliar topics
11.2.7 - use appropriate subject-specific vocabulary and syntax to
Learning
objectives(s) that
curricular topics
this lesson is
11.4.3 - skim a range of lengthy texts with speed to identify content
contributing to
meriting closer reading on a range of more complex and abstract,
general and curricular topics 11.6.3 - use a variety of adjectives
complemented by that, infinitive and wh-
clauses on a wide range of general and curricular topics
Lesson objectives use compound adjectives appropriately with support.
discuss topic questions in simple sentences.
Plan

Marks Resources
activities

The teacher sets the lesson
objectives, letting students
know what to anticipate
from the lesson. Formativ
Lead-in. Focus attention e
on the photo p.9 and ask: greetings assessme
Beginning
What’s happening? (The nt Emoticon
the lesson
woman is dreaming.) Do
you think she’s having a
pleasant dream? Why /
Why not? (Yes, because
she looks peaceful.)
What’s the word for a
frightening dream? (a
nightmare)
Main Activities Exercise 1 page 69 In
pairs, students answer the Descripto
questions. Ask a few Ss answer r: Presentation
students to share their last the talk about
dream or nightmare with questions common
the class. If no one can types of
remember specific Video and
dreams
details, talk about images
such as
common types of dreams being
such as being chased, chased
being lost or trapped, 2 point
flying or falling. Then
elicit some responses to
question 2. If students are Handouts with
not sure about this, . task
Ss write
mention that dreams are lucid on the
thought to help us process board and write
new information and add check the lucid on
it to our memory. meaning the board
Exercise 2 page 69 Write and check
lucid on the board and the
check the meaning (able Ss read the meaning
to think clearly) and text and 2 point
pronunciation /ˈluːsɪd/. find out
Ask: What do you think how lucid read the
‘lucid dreaming’ is? dreaming text and
(being able to think could help find out
clearly during a dream) them how lucid
Ask students to read the dreaming
text and find out how could
lucid dreaming could help Ss write
help them
them. Check as a class. them in the
2 point
Exercise 3 page 69 Ask correct
students to look at the column write
form of the highlighted them in
words in the text and the
write them in the correct correct
column. Check answers column
as a class and help with 2
the meaning of any point
unknown words.
Extension: Fast finishers Ss identify
Ask fast finishers to the
choose six compound compound
adjectives and use them adjectives
in sentences of their own. in the
Exercise 4 page 69 Ask sentences
students to identify the and match match
compound adjectives in them with them with
the sentences and match the correct the
them with the correct definition correct
definition. Check answers definition
as a class. Then ask 2 point
students to ask and
answer the questions in
pairs.
Exercise 5 page 69 Go
through the Dictionary
Strategy together. Ask
students which compound
adjectives probably have
their own dictionary entry
(the ones not formed with
an adverb). If possible,
ask students to use a
dictionary to check their
answers. Otherwise check
answers as a class
Ending the lesson now? and elicit answers: I Marks Emoticon
can use compound
adjectives. I understand
dictionary entries for
compound adjectives.
Lesson Plan
Theme of the
lesson: Junk food
11.3.2 - ask and respond with appropriate syntax and vocabulary
to open-ended higher-order thinking questions on a range of
general and curricular topics,
Learning including some unfamiliar topics
objectives(s) that 11.4.2 - understand specific information and detail in extended
this lesson is texts on a wide range of familiar and unfamiliar general and
contributing to curricular topics
11.4.9 - recognize inconsistencies in argument in extended texts
on a range of more complex and abstract general and curricular
topics
Lesson objectives comprehend main information about food addiction while
reading.
Plan

Marks Resources
activities
the lesson The lesson greeting. The Formativ
objectives, letting students e
know what to anticipate assessme
from the lesson. nt
Lead-in. Write junk food
on the board and elicit
examples, e.g. burgers,
chips, hot dogs. Ask: Are
you addicted to junk food?
How often do you have it?
Exercise 1 page 10. In
pairs, students answer the
questions. Elicit some Ss answer Descripto
answers. the r:
Exercise 2 page 10. Focus questions answer
attention on the title of the
the article and the photos. questions
Ask: What were these
teenagers addicted to? 2 point
(pizza, chicken nuggets, Ss skim-
chips). Ask students to read the
find out Presentation
skim-read the article and article and
what
find out what happened find out
happened
as a result of their what
as a result
addictions. happened as Video and
of their
a result of images
addiction
Exercise 3 page 10. Go their
s
through the Reading addictions
Strategy together. Then 2 point
Main Activities ask students to find the Ss find the
gaps in the texts, look at gaps in the find the
what follows them and texts, look gaps in Handouts with
then choose the best at what the texts task
sentence to fill each gap. follows 3 point
Check the answers with them and
the class. then choose
the best
Exercise 4 page 10. sentence to
Students decide if the fill each decide if
sentences are true or false gap. the
and correct the false ones. sentences
Check answers as a class. Ss decide if are true
Exercise 5 page 10. the or false
Students complete the sentences and
sentences. Check answers are true or correct
as a class. false and the false
correct the ones.
false ones. 3 point

Presentation. Ask
learned today? What can
answers: I can react to an
article about food
addictions. I can have a
debate about food
addictions.
Lesson Plan
Theme of the An article

lesson: Unit assessment 1.
Learning 11.1.6 - organize and present information clearly to others
objectives(s) that 11.4.7 - recognize patterns of development in lengthy texts [inter-
this lesson is paragraph level] on a range of more complex and abstract general
contributing to and curricular topics
11.5.6 - write coherently at text level using a variety of
connectors on a wide range of familiar general and curricular topics
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-
position adverbs/adverbial phrases on a wide range of general and
curricular topics
Lesson objectives write an article for a school website on the given topic in 200
words using appropriate style and plan of a given genre with
support.
Plan

Marks Resources
activities

objectives, letting students Formativ
know what to anticipate e
Beginning from the lesson. greetings
assessme Emoticon
the lesson Lead-in. Write junk food nt
Main Activities Exercise 1 page 10. In
questions. Elicit some Ss answer r: Presentation
answers. the answer
Exercise 2 page 10. Focus questions the
attention on the title of questions Video and
the article and the photos. images
Ask: What were these 2 point
teenagers addicted to?
find out
what
happened
as a result Handouts with
as a result of their what task
of their
addictions. happened as
addiction
Exercise 3 page 10. Go a result of
s
through the Reading their
Strategy together. Then addictions 2 point
ask students to find the
gaps in the texts, look at Ss find the find the
what follows them and gaps in the gaps in
then choose the best texts, look the texts
sentence to fill each gap. at what 3 point
Check the answers with follows
the class. Exercise 4 page them and
10. Students decide if the then choose
sentences are true or false the best
and correct the false ones. sentence to decide if
Check answers as a class. fill each
Exercise 5 page 10. gap. the
Students complete the sentences
sentences. Check answers Ss decide if are true
as a class. the or false
sentences and
are true or correct
false and the false
correct the ones.
false ones. 3 point

Presentation. Ask
article about food
debate about food
addictions.
Lesson Plan

Theme of the
Unit revision
lesson:
11.2.5 - recognise the attitude or opinion of the speaker(s) in
Learning unsupported extended talk on a wide range of general and curricular
objectives(s) that topics, including talk on a growing range of unfamiliar topics.
this lesson is 11.3.2 - ask and respond with appropriate syntax and vocabulary to
contributing to open-ended higher-order thinking questions on a range of general
and curricular topics, including some unfamiliar topics.
Lesson objectives write an article for a school website on the given topic in 200
words using appropriate style and plan of a given genre with
support.
Plan

Marks Resources
activities

Beginning from the lesson. greetings assessme
nt Emoticon
the lesson Lead-in. Write junk food
Main Activities Exercise 1 page 10. In
questions. Elicit some Ss answer r: Presentation
answers. the answer
Exercise 2 page 10. Focus questions the
attention on the title of questions Video and
the article and the photos. images
Ask: What were these 2 point
teenagers addicted to?
find out
what
happened
as a result Handouts with
as a result of their what task
of their
addictions. happened as
addiction
Exercise 3 page 10. Go a result of
s
through the Reading their
Strategy together. Then addictions 2 point
ask students to find the
gaps in the texts, look at Ss find the
what follows them and gaps in the find the
then choose the best texts, look gaps in
sentence to fill each gap. at what the texts
Check the answers with follows 3 point
the class. Exercise 4 page them and
10. Students decide if the then choose
sentences are true or false the best
and correct the false ones. sentence to
Check answers as a class. decide if
fill each
Exercise 5 page 10. the
gap.
Students complete the sentences
sentences. Check answers Ss decide if are true
as a class. the or false
sentences and
are true or correct
false and the false
correct the ones.
false ones. 3 point

Presentation. Ask
article about food
debate about food
addictions.
Lesson Plan
Unit 2 Investigate and report on the animal world
Theme of the
The animal world
lesson:
11.1.6 - organize and present information clearly to others
11.2.1 - understand the main points in unsupported extended talk on
Learning
a wide range of general and curricular topics, including talk on a
objectives(s) that
growing range of unfamiliar topics
this lesson is
contributing to
open-ended higher-order thinking questions on a range of general
and curricular topics, including some unfamiliar topics
Lesson objectives identify animal body parts and describe animals by body structures
using some topic related vocabulary
Plan

Marks Resources
activities
The lesson greeting. Formativ

The teacher sets the lesson e
objectives, letting students greetings assessme
from the lesson.
Beginning Lead-in.
Exercise 1 page 14. Ask Ss discuss Emoticon
the lesson
students to discuss the the Descripto
questions in pairs. Elicit questions in r:
students’ answers. pairs discuss
the
questions
2 point
Main Activities Exercise 2 page 14. Focus
on the photos and the Ss focus on Descripto
words provided. Check the photos r: Presentation
meaning and and the check
pronunciation and label words meaning
the photos. Check provided and Video and
pronuncia
answers as a class.
Exercise 3 page 15. Tell tion and
students they are going to label the
listen to an interview with photos
a zoo keeper. Focus on Ss to listen 2 point
the question and play the to an
recording once. Check interview listen to
answers as a class. with a zoo an images
Exercise 4 page 15. Play keeper interview
the recording again for with a
students to complete the zoo
sentences. Check answers keeper
Ss complete 2 point .
as a class.
the complete
Exercise 5 page 15. Handouts with
sentences the
Students write their task
description, with the help sentences
of the internet, if 2 point
necessary. Circulate and
monitor. Ss describe
Exercise 6 page 15. Walk animals in describe
around and monitor as pairs animals
students describe animals 2 point
in pairs.
WB ex.1-3 p.14. Ask
Ending the lesson learned today? What can Marks Emoticon
answers: I can talk about
different parts of animals.
Lesson Plan
Theme of the
Negative structures.
lesson:
11.1.9 - use imagination to express thoughts, ideas, experiences and
feelings
11.3.4 - evaluate and comment on the views of others in a growing
Learning variety of talk contexts on a wide range of general and curricular
objectives(s) that topics, including some unfamiliar topics
this lesson is 11.6.6 - use a growing variety of impersonal and cleft structures on a
contributing to wide range of general and curricular topics
11.6.11 - use a wide variety of pre-verbal, post-verbal and end-
position adverbs/adverbial phrases on a wide range of general and
curricular topics
Lesson objectives apply negative structures in the context with support.
Plan

Marks Resources
activities
the lesson The lesson greeting. Formativ
from the lesson.
Lead-in. Tell the students:
Do you have any idea what
the most popular pet is in
Kazakhstan? See if the
person next to you agrees.
Then try to decide what
the top three pets in KZ
might be. Given students
1- 2 minutes, then elicit
ideas from the class.
students to read the text
quickly and decide on the
Ss read the
best piece of advice and Descripto
text quickly
one they disagree with. r:
and decide
Elicit some opinions and read the
on the best
reasons. text
piece of
Exercise 2 page 16. Go quickly
advice and
through the Learn this! and
one they
box together. Ask decide on
students to find the disagree
with the best
negative adverbials in the piece of Presentation
text in exercise 1. advice
Exercise 3 page 16. Ask Ss find the 3 point
students to complete the negative Video and
sentences. Weaker adverbials find the images
students can do the in the text negative
exercise in three steps. adverbial
Main Activities
First, they should decide s in the
on the tense. Then they Ss complete text
should write the subject the 3 point
and full form of the verb. sentences Handouts with
Finally, they should complete task
change the subject-verb the
word order. Check sentences
answers as a class. 2 point
Exercise 4 page 16. Go
through the Learn this! Ss find
box together and ask examples in .
students to find examples the text find
in the text. Check examples
answers as a class. in the text
Exercise 5 page 16. 2 point
Students write the words
in the correct order.
WB p.15. Ask students:
Ending the lesson today? What can you do Marks Emoticon
can use negative
structures.
Lesson Plan
Theme of the
Beekeeping in KZ
lesson:
11.1.10 - use talk or writing as a means of reflecting on and
Learning
exploring a range of perspectives on the world
objectives(s) that
11.2.2 - understand specific information in unsupported extended
this lesson is
talk on a wide range of general and curricular topics, including talk
contributing to
on a growing range of unfamiliar topics
Lesson objectives recognize main information about beekeeping while listening.
Plan

Marks Resources
activities
objectives, letting students Ss discuss assessme
know what to anticipate the
from the lesson. nt
Lead-in. Exercise 1 page
17. Ask students to discuss
the questions in pairs.
Elicit students’ answers. Descripto
questions r:
discuss
the
questions
2 point
Exercise 2 page 17. Ask Ss listen to Descripto
students to listen to the
the text to r:
text to see if it mentions
see if it
any of their ideas.
mentions listen to
any of their the text to
through the Listening
ideas see if it
Strategy together and tell
students they will hear a mentions
Presentation
few sentences. Play the any of
recording. Pause after their
each sentence so students Ss can ideas
can write what they hear. write what 2 point Video and
Check answers as a class. they hear. images
Exercise 4 page 17. Go check
through the Learn this! answers as write
a class. what
box together. Then play
Main Activities they
the recording again.
hear.
Pause after each sentence
for students to copy the Handouts with
Ss to copy 2 point
fast speech. task
the fast
Exercise 5 page 17. Ask .
speech.
students to match the copy the
sentences with the points fast
in the Learn this! box. Ss match speech.
Check answers as a class. the 2 point
Exercise 6 page 17. Ask sentences
students to read the with the match the
sentences and decide points in the sentences
where the change of Learn with the
sound will be and what it points in
will sound like. the Learn
2 point
Ending the lesson can understand an Marks Emoticon
explanation about
beekeeping in
Kazakhstan. I can
understand and hear
features of fast speech
Lesson Plan
Theme of the
Articles & quantifiers
lesson:
Learning 11.1.9 - use imagination to express thoughts, ideas, experiences and
objectives(s) that feelings
this lesson is 11.4.1 - understand complex and abstract main points in extended
contributing to texts on a wide range of familiar and unfamiliar general and
curricular topics
11.6.2 - use a variety of determiners relating to nouns for generic
uses, some appositional uses and textual reference on a wide range of
general and curricular topics
Lesson objectives identify articles and quantifiers and use them in a sentence
accurately with support.
Plan

Marks Resources
activities

The teacher sets the lesson
Beginning from the lesson. greetings assessme
nt Emoticon
the lesson Lead-in. Brainstorm words
for types of film, e.g.
action, adventure, comedy,
drama, horror, romance,
romcom, science fiction,
thriller.
Exercise 1 page 18. Focus
attention on the photo and Descripto
the title. Ask students to r:
read the text and check Ss read the read the
their ideas. text and text and
Exercise 2 page 18. Ask check their check
students to complete the ideas their
rules in the Learn this! ideas
box. Check answers as a 2 point Presentation
class. Then ask students
to find examples for each Ss find
rule in the text. examples find
examples Video and
Exercise 3 page 18. for each images
Students choose the rule in the for each
correct options. They can text rule in
refer to the Learn this! the text
Main Activities 3 point
box if necessary. Check
answers as a class.
Ss choose choose
the correct the Handouts with
options correct task
through the Learn this! options
box together. Then ask 2 point
students to choose the .
Ss choose choose
correct options to complete the correct
the text. Check answers as the
options to correct
a class. complete options to
the text. complete
the text.
3
point
can use articles and
quantifiers.
Lesson Plan

Theme of the
Phrasal verbs
lesson:
11.3.7 - use appropriate subject-specific vocabulary and syntax
to talk about a range of familiar and some unfamiliar general and
Learning curricular topics
objectives(s) that 11.4.5 - deduce meaning from context in extended texts on a
this lesson is wide range of familiar and unfamiliar general and curricular topics
contributing to 11.6.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and curricular
topics
Lesson objectives use phrasal verbs correctly with support.
Plan

Marks Resources
activities

The teacher sets the lesson Formativ
objectives, letting students e
Beginning know what to anticipate greetings assessme
nt Emoticon
the lesson from the lesson.
Lead-in. Write look and
get on the board and elicit
two phrasal verbs for each
verb.
Main Activities Exercise 1 page 19. Ss read the
Presentation Go through dialogue Descripto
definitions a–f together. and find the r: Presentation
Then ask students to read correct read the
the dialogue and find the phrasal dialogue
correct phrasal verbs. verbs. and find Video and
Check answers as a class. the images
Then ask students to find correct
the other phrasal verbs in phrasal
the dialogue. verbs.
Exercise 2 page 19. Go 2 point
through the Learn this! Ss identify
box together. Students the identify
Handouts with
identify the transitive and transitive the
task
intransitive phrasal verbs and transitive
in exercise 1. Check intransitive and
answers as a class. phrasal intransiti
Exercise 3 page 19. Ask verbs ve
students to read the phrasal
dictionary entries and verbs
answer the questions. 3 point
Check answers as a class. Ss read the
Extra activity: Fast dictionary .
finishers Ask fast
finishers to write
sentences that are true for
them using the phrasal
work in
verbs in the dictionary
Ss work in pairs to
entries.
pairs to do do the
Exercise 4 page 19.
Students can work in the exercise. exercise.
2 point
pairs to do the exercise.
Check answers as a class complete
or ask students to check Ss complete the
in a dictionary. the sentences
Exercise 5 page 19. sentences 3 point
Students complete the
sentences. Check answers
as a class.
can use phrasal verbs. I
understand dictionary
entries for phrasal verbs.
Lesson Plan
Theme of the Endangered animals in KZ Assessment 2.

lesson:
Learning open-ended higher-order thinking questions on a range of general
objectives(s) that and curricular topics, including some unfamiliar topics
this lesson is 11.4. 2 - understand specific information and detail in extended
contributing to texts on a wide range of familiar and unfamiliar general and
curricular topics
work out the meaning of words by using semantic and syntactic
Lesson objectives clues.
distinguish the difference between animals that endangered and
those that are extinct. identify some endangered species living
in Kazakhstan
Plan

Marks Resources
activities
The lesson greeting. Formativ

from the lesson.
Lead-in. Exercise 1 page greetings
20. Focus attention on the
Beginning photos. Elicit a few ideas elicit a
Ss Focus Emoticon
the lesson about the connection few ideas
between the animals. attention on about the
the photos connectio
n
between
the
animals
2 point
Main Activities Exercise 2 page 20. Ss match
Students match the texts the texts Descripto
with the correct titles. with the r: Presentation
Check answers as a class. match the
texts with
Exercise 3 page 21. Go correct the
through the reading box titles. correct
together. Ask students to titles
read the questions before 3 point
they read the texts and do
the matching task. Check read the
answers as a class. Ss read the questions Video and
questions before images
before they they read
read the the texts
texts and do and do
the the Handouts with
Exercise 4 page 21. matching matching task
Students work in pairs to task task
discuss the questions. 3 point
Ask some students for Ss discuss
their ideas. the discuss
questions. the
questions.
2 point
can understand an article
about Kazakhstan’s
endangered animals.
Lesson Plan
Theme of the
Unit revision
lesson:
11.2.3 - understand the detail of an argument in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics
Learning 11.4.3 - skim a range of lengthy texts with speed to identify content
objectives(s) that meriting closer reading on a range of more complex and abstract,
this lesson is general and curricular topics
contributing to 11.5.1 - plan, write, edit and proofread work at text level
independently on a wide range of general and curricular topics
11.3.1 - use formal and informal language registers in talk on a range
work out the meaning of words by using semantic and syntactic
Lesson objectives clues.
distinguish the difference between animals that endangered and
those that are extinct. identify some endangered species living
in Kazakhstan
Plan

Marks Resources
activities
know what to anticipate Ss focus
from the lesson. nt
Lead-in. Exercise 1 page
20. Focus attention on the
photos. Elicit a few ideas
about the connection Descripto
between the animals. r:
elicit a
attention on few ideas
the photos about the
connectio
n
between
the
animals
2 point
Exercise 2 page 20.
Students match the texts Descripto
with the correct titles. Ss match r:
Check answers as a class. the texts match the
Exercise 3 page 21. Go with the texts with
through the reading box correct the
together. Ask students to titles. correct
read the questions before titles Presentation
they read the texts and do 3 point
the matching task. Check
answers as a class. read the
Video and
Exercise 4 page 21. Ss read the questions
questions before images
Main Activities Students work in pairs to
discuss the questions. before they they read
Ask some students for read the the texts
their ideas. texts and do and do
the the
matching matching
task task Handouts with
3 point task
Ss discuss
the discuss
questions. the
questions.
2 point
can understand an article
about Kazakhstan’s
endangered animals.
Lesson Plan
Theme of the Term

lesson: Assessment 1.

Lesson objectives study samples to identify the parts and techniques used in
opinion writing.
produce an organized essay that states an opinion and provides
at least
logical support
Plan

Marks Resources
activities

Beginning from the lesson. Lead-in. greetings
assessme Emoticon
the lesson Write Opposites attract on nt
the board. Then ask: Is this
true for you and your
friends? Elicit some
answers and ask for
reasons.
Main Activities Exercise 1 page 23. In Ss describe
pairs, students describe the photo Descripto
the photo and then and then r: Presentation
answer the questions. answer the describe
Elicit a few answers to questions the photo
question 2, e.g. loyalty, and then Video and
kindness, honesty, answer images
respect, a sense of the
humour. Ss find the questions
Exercise 2 page 23. Go writer’s 2 point
through the task together. opinion
Then students read the find the
essay to find the writer’s writer’s
Handouts with
opinion (paragraphs 1, 2 opinion
task
and 4) and details of a Ss find two 2 point
friendship (paragraph 3). examples in
Exercise 3 page 23. Go the letter find two
through the Learn this! examples
box together and ask in the
students to find two Ss find letter
examples in the letter. examples of 2 point
Exercise 4 page 23. Go each
through the instructions structure in
the essay find
and the Learn this! box
examples
together. Students find
of each
examples of each
structure
structure in the essay.
in the
essay
Exercise 5 page 23. Go Ss rewrite
2 point
through the instructions the
together. Do the first remaining rewrite
question together as an question the
example. Working remainin
individually or in pairs,
students rewrite the
g
remaining questions.
question
Circulate and monitor,
2 point
helping where necessary.
WB p.21.
Lesson Plan

Theme of the
Correction work
lesson:

study samples to identify the parts and techniques used in
Lesson objectives opinion writing.
produce an organized essay that states an opinion and provides
at least
logical support
Plan

Marks Resources
activities

Beginning from the lesson. Lead-in. greetings assessme
nt Emoticon
the lesson Write Opposites attract on
the board. Then ask: Is this
true for you and your
friends? Elicit some
answers and ask for
reasons.
Main Activities Exercise 1 page 23. In Ss describe
pairs, students describe the photo Descripto
the photo and then and then r: Presentation
answer the questions. answer the describe
Elicit a few answers to questions the photo
question 2, e.g. loyalty, and then Video and
kindness, honesty, answer images
respect, a sense of the
humour. Ss find the questions
Exercise 2 page 23. Go writer’s 2 point
through the task together. opinion
Then students read the find the
essay to find the writer’s writer’s
Handouts with
opinion (paragraphs 1, 2 opinion
task
and 4) and details of a Ss find two 2 point
friendship (paragraph 3). examples in
Exercise 3 page 23. Go the letter find two
examples
through the Learn this!
box together and ask
students to find two in the
examples in the letter. letter
Exercise 4 page 23. Go 2 point
through the instructions Ss find
and the Learn this! box examples of find
together. Students find each examples
examples of each structure in of each
structure in the essay. the essay structure
Check answers as a class. in the
Exercise 5 page 23. Go essay
through the instructions
2 point
together. Do the first
question together as an rewrite
Ss rewrite
example. Working the
the
individually or in pairs, remainin
remaining
students rewrite the g
question
remaining questions. question
Circulate and monitor, 2 point
helping where necessary.
WB p.21.

11 Grade 1 Term

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№40 Secondary School

Unit 1 Making connections in biology

Date: Teacher’s name: Baissydyk Indira Bolatbekkyzy

Grade: 11A Number present: Number absent:

Theme of the lesson: Food science

11.1.8 - develop intercultural awareness through reading and

Unit 1 Making connections in biology

Date: 09.09.2022 Teacher’s name: Baissydyk Indira Bolatbekkyzy

Grade: 11A Number present: Number absent:

Planned timings Teacher’s activities Pupil’s

№40 Secondary School

Unit 1 Making connections in biology

Date: 09.09.2022 Teacher’s name: Baissydyk Indira Bolatbekkyzy

Grade: 11A Number present: Number absent:

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№40 Secondary School

Unit 1 Making connections in biology

Date: Teacher’s name: Baissydyk Indira Bolatbekkyzy

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Unit 1 Making connections in biology

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Ending the lesson Giving the homework. Marks Emoticon

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The lesson greeting. The

Giving the homework.

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