Excel8 Modules A4 282page Utv

Sample lesson plans
Virginia Evans – Jenny Dooley – Bob Obee

Translations by: Natalya Mukhamedjianova
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».
grade 8:
Unit Strands Learning objectives

Term 1
1 Our World Content 8.1.2.1 - use speaking and listening skills to provide sensitive
feedback to peers;
8.1.3.1 - respect differing points of view;
8.1.4.1 - evaluate and respond constructively to feedback from
others;
8.1.5.1 - use feedback to set personal learning objectives;
8.1.7.1 - develop and sustain a consistent argument when
speaking or writing;
8.1.8.1 - develop intercultural awareness through reading and
discussion;
8.1.9.1 - use imagination to express thoughts, ideas, experiences
and feelings;
8.1.10.1 - use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world
Listening 8.2.1.1 - understand with little or no support the main points in
extended talk on a wide range of general and curricular topics;
8.2.3.1 - understand with little or no support most of the detail of
an argument in extended talk on a wide range of general and
curricular topics;
8.2.7.1 - recognize typical features at word, sentence and text
level of a growing range of spoken genres;
Speaking 8.3.1.1 - use formal and informal registers in their talk on a
growing range of general and curricular topics;
8.3.3.1 - give an opinion at discourse level on a wide range of
general and curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and
discourse level to unexpected comments on a range of general
and curricular topics;
8.3.5.1 - interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks;
8.3.6.1 link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class
exchanges;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about a range of general topics, and some curricular
topics
Reading 8.4.1.1 - understand the main points in texts on a growing range
of unfamiliar general and curricular topics, including some
extended texts;
8.4.2.1 - understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including
some extended texts;
8.4.4.1 - read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular
topics;
8.4.8.1 - use familiar and some unfamiliar paper and digital
reference resources to check meaning and extend understanding
1
Writing 8.5.1.1 - plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular topics;
8.5.2.1 - write with minimal support about real and imaginary
past events, activities and experiences on a range of familiar
general topics and some curricular topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing
range of familiar general and curricular topics;
8.5.4.1 - use with some support style and register appropriate to a
variety of written genres on general and curricular topics;
8.5.7.1 - use with minimal support appropriate layout at text
level for a range of written genres on familiar general and
curricular topics;
8.5.8.1 - spell most high-frequency vocabulary accurately for a
range of familiar general and curricular topics
Use of 8.6.5.1 - use questions which include a variety of different tense
English and modal forms on a range of familiar general and curricular
topics;
8.6.9.1 - use appropriately a variety of active and passive simple
present and past forms and past perfect simple forms in narrative
and reported speech on a range of familiar general and curricular
topics;
8.6.15.1 - use infinitive forms after a limited number of verbs
and adjectives; use gerund forms after a limited variety of verbs
and prepositions; use some prepositional verbs and begin to use
common phrasal verbs on a growing range of familiar general
8.6.16.1 - use a growing variety of conjunctions including since,
as to explain reasons and the structures so ... that, such a... that
in giving explanations on a range of familiar general and
curricular topics
2 Daily Life and Content 8.1.1.1 - use speaking and listening skills to solve problems
Shopping creatively and cooperatively in groups;
others;
discussion
8.2.2.1 - understand with little or no support most specific
information in extended talk on a wide range of general and
curricular topics;
8.2.3.1 - understand with little or no support most of the detail of
curricular topics;
level of a growing range of spoken genres
Speaking 8.3.5.1 - interact with peers to negotiate, agree and organise
8.3.6.1 - link comments with some flexibility to what others say
at sentence and discourse level in pair, group and whole class
2
exchanges;
8.3.7.1- use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics;
8.3.8.1- recount some extended stories and events on a range of
general and curricular topics
Reading 8.4.2.1- understand specific information and detail in texts on a
8.4.3.1- understand the detail of an argument on a range of
familiar general and curricular topics, including some extended
texts;
8.4.4.1- read a growing range of extended fiction and non-fiction
topics;
8.4.6.1- recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics,
including some extended texts
Writing 8.5.1.1- plan, write, edit and proofread work at text level with
little support on a growing range of general and curricular topics;
8.5.2.1- write with minimal support about real and imaginary
8.5.3.1- write with moderate grammatical accuracy on a growing
8.5.6.1- link, independently, sentences into coherent paragraphs
using a variety of basic connectors on a range of familiar general
topics and some curricular topics;
8.5.9.1- punctuate written work at text level on a range of
familiar general and curricular topics with growing accuracy
Use of 8.6.10.1- use present continuous forms for present and future
English meaning and past continuous, including some passive forms, on a
8.6.11.1- use some reported speech forms for statements,
questions and commands: say, ask, tell including reported
requests on a range of familiar general and curricular topics;
8.6.12.1- use comparative degree adverb structures not as quickly
as / far less quickly with regular and irregular adverbs; use an
increased variety of pre-verbal, post-verbal and end-position
adverbs on a range of familiar general and curricular topics;
8.6.15.1- use infinitive forms after a limited number of verbs
8.6.16.1- use a growing variety of conjunctions including since,
as to explain reasons and the structures so ... that, such a ... that
in giving explanations on a range of familiar general and
curricular topics
Term 2
3 Entertainment Content 8.1.1.1- use speaking and listening skills to solve problems
and Media creatively and cooperatively in groups;
8.1.3.1- respect differing points of view;
3
others;
discussion;
and feelings;
curricular topics;
8.2.5.1 - recognize the opinion of the speaker(s) with little or no
support in extended talk on a wide range of general and
curricular topics;
8.2.6.1 - deduce meaning from context with little or no support in
extended talk on a growing range of general and curricular topics
exchanges;
topics
extended texts;
8.4.5.1 - deduce meaning from context in short texts and some
extended texts on a growing range of familiar general and
curricular topics;
8.4.6.1 - recognise the attitude or opinion of the writer on a
including some extended texts;
reference resources to check meaning and extend understanding
little support on a growing range of general and curricular
topics;
8.5.5.1 - develop with support coherent arguments supported
when necessary by examples and reasons for a growing range of
written genres in familiar general and curricular topics;
4
8.5.6.1 - link, independently, sentences into coherent paragraphs
curricular topics;
Use of 8.6.1.1 - use some abstract nouns and complex noun phrases on a
English range of familiar general and curricular topics;
8.6.2.1 - use a growing variety of quantifiers for countable and
uncountable nouns including several, plenty, a large/small
number/amount on a range of familiar general and curricular
topics;
8.6.3.1 - use a growing variety of compound adjectives and
adjectives as participles and some comparative structures
including not as…as, much …than to indicate degree on a
8.6.5.1 - use questions which include a variety of different tense
and modal forms on a range of familiar general and curricular
topics;
8.6.7.1 - use a variety of simple perfect forms to express recent,
indefinite and unfinished past on a range of familiar general and
curricular topics;
8.6.1.13 - use a growing variety of modal forms for different
functions: obligation, necessity, possibility, permission, requests,
suggestions, prohibition on a range of familiar general and
curricular topics;
8.6.1.14 - use some prepositions before nouns and adjectives;
use prepositions as, like to indicate manner; use dependent
prepositions following adjectives on a range of familiar general
8.6.17.1 - use if / unless/ if only in second conditional clauses
and wish [that] clauses [present reference]; use a growing variety
of relative clauses including why clauses on a range of familiar
4 Sport, Health Content 8.1.1.1 - use speaking and listening skills to solve problems
and Exercise creatively and cooperatively in groups;
speaking or writing
extended talk on a wide range of general and curricular topics
curricular topics;
8.2.4.1 - understand with little or no support most of the implied
meaning in extended talk on a range of general and curricular
5
topics;
curricular topics
Speaking 8.3.5.1 - interact with peers to negotiate, agree and organise
exchanges;
topics
Reading 8.4.2.1 - understand specific information and detail in texts on a
8.4.3.1 - understand the detail of an argument on a growing range
of familiar general and curricular topics;
including some extended texts
little support on a range of general and curricular topics;
topics and some curricular topics
Use of 8.6.8.1 - use a growing variety of future forms including present
English continuous and present simple with future meaning on a range of
familiar general and curricular topics;
8.6.1.10 - use present continuous forms for present and future
meaning and past continuous, including some passive forms, on a
8.6.12.1 - use comparative degree adverb structures not as
quickly as / far less quickly with regular and irregular adverbs;
use an increased variety of pre-verbal, post-verbal and end-
position adverbs on a range of familiar general and curricular
topics;
curricular topics;
6
Term 3
5 Reading for Content 8.1.3.1 - respect differing points of view;
Pleasure c
discussion
curricular topics;
curricular topics
Speaking 8.3.2.1 - ask more complex questions to get information about
a growing range of general topics and some curricular topics;
8.3.8.1 - recount some extended stories and events on a range of
extended texts;
8.4.3.1 - understand the detail of an argument on a range of
texts;
topics
curricular topics;
8.4.7.1 - recognise typical features at word, sentence and text
level in a range of written genres;
8.4.9.1 - recognise inconsistencies in argument in short texts on a
limited range of general and curricular subjects
Writing 8.5.3.1 - write with moderate grammatical accuracy on a growing
7
topics and some curricular topics
Use of 8.5.8.1 - use a growing variety of future forms including present
English continuous and present simple with future meaning on a range of
topics;
8.5.1.11 - use some reported speech forms for statements,
requests on a range of familiar general and curricular topics;
8.5.12.1 - use comparative degree adverb structures not as
quickly as / far less quickly with regular and irregular adverbs;
use an increased variety of pre-verbal, post-verbal and end-
position adverbs on a range of familiar general and curricular
topics;
8.5.16.1 - use a growing variety of conjunctions including since,
as to explain reasons and the structures so ... that, such a...that in
giving explanations on a range of familiar general and curricular
topics
6 The Natural Content 8.1.1.1 - use speaking and listening skills to solve problems
World creatively and cooperatively in groups;
8.1.2.1 - use speaking and listening skills to provide sensitive
feedback to peers;
curricular topics;
extended talk on a growing range of general and curricular
topics;
8.2.8.1 - understand extended narratives on a wide range of
8.3.2.1 - ask more complex questions to get information about a
growing range of general topics and some curricular topics;
8
curricular topics;
level in a range of written genres;
8.4.8.1 use familiar and some unfamiliar paper and digital
reference resources with little support to check meaning and
extend understanding
Writing 8.5.3.1 - write with moderate grammatical accuracy on a growing
curricular topics;
8.5.9.1 - punctuate written work at text level on a range of
Use of 8.6.1.1 - use some abstract nouns and complex noun phrases on a
English range of familiar general and curricular topics;
8.6.4.1 - use an increased variety of determiners including all,
half, both [of] in pre-determiner function on a range of familiar
8.6.6.1 - use a variety of pronouns including indefinite pronouns
anybody, anyone, anything and quantitative pronouns everyone,
everything, none, more, less, a few on a range of familiar
9
curricular topics
7 Travel and Content 8.1.2.1 - use speaking and listening skills to provide sensitive
Transport feedback to peers;
Listening 8.2.2.1 - understand with little or no support most specific
curricular topics;
topics;
Speaking 8.3.3.1 - give an opinion at discourse level on a wide range of
topics
extended texts;
topics;
curricular topics;
reference resources with little support to check meaning and
extend understanding
little - support on a growing range of general and curricular
topics;
using a variety of basic connectors on
a range of familiar general topics and some curricular topics;
10
8.5.9.1 - punctuate written work at text level on a range of
topics;
curricular topics;
topics;
curricular topics;
and curricular topics
Term 4
8c Content 8.1.2.1 - use speaking and listening skills to provide sensitive
feedback to peers;
others;
discussion;
and feelings;
Listening 8.2.3.1 - understand with little or no support most of the detail of
curricular topics;
topics;
curricular topics;
Speaking 8.3.2.1 - ask more complex questions to get information about a
11
exchanges;
topics;
8.4.3.1 - understand the detail of an argument on a range of
texts;
topics;
curricular topics;
level in a range of written genres
little support on a growing range of general and curricular
topics;
variety of written genres on general and curricular topics
Use of 8.5.2.1 - use a growing variety of quantifiers for countable and
English uncountable nouns including several, plenty, a large/small
number/amount on a range of familiar general and curricular
topics;
8.6.4.1 - use an increased variety of determiners including all,
half, both [of] in pre-determiner function on a range of familiar
8.6.8.1 - use a growing variety of future forms including present
continuous and present simple with future meaning on a range of
topics;
12
curricular topics;
9 The World of Content 8.1.1.1 - use speaking and listening skills to solve problems
Work creatively and cooperatively in groups;
8.1.3.1 respect differing points of view;
8.1.6.1 - organise and present information clearly to others;
and feelings;
Listening 8.2.2.1 - understand with little or no support most specific
curricular topics;
Speaking 8.3.2.1 - ask more complex questions to get information about a
exchanges;
topics;
8.4.9.1 - recognise inconsistencies in argument in short texts on a
limited range of general and curricular subjects
13
Writing 8.5.2.1 - write with minimal support about real and imaginary
topics;
8.6.6.1 - use a variety of pronouns including indefinite pronouns
anybody, anyone, anything and quantitative pronouns everyone,
everything, none, more, less, a few
on a range of familiar general and curricular topics;
curricular topics;
8.6.8.1 - use a growing variety of future forms including present
continuous and present simple with future meaning on a range of
8.6.11.1 - use some reported speech forms for statements,
requests on a range of familiar general and curricular topics
curricular topics;
14
8 класс
Mid-high A2 Mid-high A2 Mid-high A2 Mid-high A2 Mid-high A2 Mid-high A2
8.C1 use speaking 8.L1 understand with 8.S1 use formal 8.R1 understand 8.W1 plan, write, 8.UE1 use some abstract
and listening skills to little or no support the and informal the main edit and proofread nouns and complex noun
solve problems main points in registers in their points in texts on a work at text level phrases on a range of
creatively and extended talk on a talk on a limited limited range with some support familiar general and
cooperatively in wide range of general range of general of unfamiliar general on a range of curricular topics
groups and curricular topics and curricular topics and curricular general and
topics, including curricular topics
some extended texts
8.C2 use speaking 8.L2 understand with 8.S2 ask more 8.R2 understand 8.W2 write with 8.UE2 use a growing
and listening skills to little or no support complex questions specific minimal support variety of quantifiers for
provide most specific to get information information and about real and countable and uncountable
sensitive information in about a range of detail in texts on a imaginary past nouns including several,
feedback to peers extended talk on a general topics growing range events, activities plenty, a large/small
wide range of general and some of familiar and experiences number/amount on a range
and curricular topics curricular topics general and on a growing range of familiar general and
curricular of familiar general curricular topics
15
topics, including topics and some
some extended texts curricular topics
of familiar
general and
curricular
topics, including
some extended texts
8.C3 respect 8.L3 understand with 8.S3 give an opinion 8.R3 understand 8.W3 write with 8.UE3 use a growing
differing points of little or no support at discourse level the detail of an moderate variety of compound
view most of the detail of on a range of argument on a grammatical adjectives and adjectives
an argument in general and growing range of accuracy on a as participles and some
extended talk on a curricular topics familiar general limited range of comparative structures
wide range of general and curricular familiar general including not as…as, much
and curricular topics topics, including and curricular …than to indicate degree
some extended texts topics on a range of familiar
general and curricular
topics
8.C4 evaluate and 8.L4 understand with 8.S4 respond 8.R4 read a 8.W4 use with 8.UE4 use an increased
respond constructively little or no support with some growing range of some support style variety of determiners
to feedback most of the implied flexibility at both extended and register including all, half, both
from others meaning in extended sentence fiction and non- appropriate to a [of] in pre-determiner
talk on a wide range and discourselevel fiction texts on limited variety of function on a range of
of generaland to with some familiar and some written genres on familiar general and
curricular topics flexibility at both unfamiliar general general and curricular topics
sentence and curricular topics curricular topics
and discourselevel
to with some
flexibility at both
sentence
and discourse level
to with some
flexibility at both
16
sentence
and discourse
unexpected
comments on a
range of general
level to
8.C5 use feedback to 8.L5 recognise 8.S5 interact 8.R5 deduce 8.W5 develop with 8.UE5 use questions
set personal learning the opinion with peers meaning from support coherent which include a variety of
objectives of the to negotiate, context in short arguments different tense and modal
speaker(s) with little agree and texts and some supported when forms on a range of
or no support in organise priorities extended texts on necessary familiar general and
extended talk on a and plans for a growing range curricular topics
wide range of general completing of familiar general by examples and
and curricular topics classroom tasks and curricular topics reasons for a
with peers to growing range of
negotiate, written genres in
agree and familiar
organise priorities
and plans for general and
completing curricular topics
classroom tasks
with peers
to negotiate,
agree and
organise priorities
and plans for
completing
classroom tasks
8.C6 organise and 8.L6 deduce meaning 8.S6 link 8.R6 recognise 8.W6 link, 8.UE6 use a variety of
present information from context comments with the attitude or independently, pronouns including
clearly to others with little or no some flexibility to opinion of the writer sentences into indefinite pronouns
support in extended what others say at on a growing range coherent anybody, anyone, anything
talk on a wide range sentence and of unfamiliar paragraphs using a and quantitative pronouns
of general and discourse level in general and variety of basic everyone, everything,
curricular topics pair, group and curricular topics, connectors on a none, more, less, a few on
17
whole class including some range of familiar a range of familiar general
exchanges extended text general topics and and curricular topics
some curricular
8.L7 begin to topics
recognise typical
features at word,
sentence and text
level of a limited
range of spoken
genres
8.C7 develop 8.L8 understand 8.S7 use 8.R7 recognise 8.W7 use with 8.UE7 use a variety of
and sustain a extended narratives appropriate subject- typical features minimal support simple perfect forms to
consistent argument on a range of general specific vocabulary at word, appropriate layout express recent, indefinite
when speaking or and curricular topics and syntax to talk sentence and text at text level for a and unfinished past on a
writing about a level in a range of growing range of range of familiar general
growing range written genres written genres on and curricular topics
of general topics, familiar general
and some curricular and curricular
topics topics
8.C8 develop 8.S8 recount 8.R8 use familiar 8.W8 spell most 8.UE8 use a growing
intercultural some and some unfamiliar high-frequency variety of future forms
awareness through extended stories paper and digital vocabulary including present
reading and and events on a reference accurately for a continuous and present
discussion growing range of resources to growing range of simple with future
general and check meaning familiar general meaning on a range of
curricular topics and extend and curricular familiar general and
understanding topics curricular topics
8.C9 use imagination 8.R9 begin to 8.W9 punctuate 8.UE9 use appropriately a
to express thoughts, recognise written work at text variety of active and
ideas, experiences inconsistencies level on a growing passive simple present
and feelings in argument in range of familiar and past forms and past
short texts on a general and perfect simple forms in
18
limited range of curricular topics narrative and reported
general and with growing speech on a range of
curricular subjects accuracy familiar general and
curricular topics
8.C10 use talk or 8.UE10 use present
writing as a means of continuous forms for
reflecting on present and future
and exploring meaning and past
a range of continuous, including
perspectives on the some passive forms, on a
world range of familiar general
8.UE11 use
some reported
speech forms for
statements, questions
and commands: say, ask,
tell including
reported requests on a
range of familiar
general and curricular
topics
8.UE12 use
comparative
degreeadverb structures
not as quickly as / far
less quickly with regular
and irregular adverbs.
Use an
increased variety of pre-
verbal, post-verbal
and end-position
adverbs on a range of
familiar general and
curricular topics
8.UE13 use a growing
19
variety of modal forms for
different functions:
obligation, necessity,
possibility, permission,
requests, suggestions,
prohibition on a range of
curricular topics
8.UE14 use a some
prepositions before
nouns and adjectives use
prepositions as, like to
indicate manner
use dependent
prepositions following
adjectives on a range of
curricular topics
8.UE15 use infinitive
forms after a limited
number of verbs and
adjectives; use gerund
forms after a limited
variety of verbs and
prepositions; use some
prepositional verbs and
begin to use common
phrasal verbs on a growing
range of familiar general
8.UE16 use a growing
variety of conjunctions
20
including since, as to
explain reasons and the
structures so ... that, such
a ... that in giving
explanations on a range of
curricular topics
8.UE17 use if / unless/ if
only in second conditional
clauses and wish[that]
clauses [present
reference]; use a growing
variety of relative clauses
including why clauses on a
range of familiar general
Module 1 Our world
LESSON: Module 1 Lesson 1 School:

Our World Vovabulary
Date: Teacher name:
CLASS: Number present: absent:
Learning C10 - 8.1.10.1- use talk or writing as a means of reflecting on and exploring a
objectives(s) that range of perspectives on the world
this lesson is S7 - 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk
contributing to about a range of general topics, and some 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 Solutions to global issues, natural disasters and global citizenships
Cross - curricular Global issues
links
ICT skills Using videos& pictures, working with URLs
Previous learning Natural disasters
Plan
Planned timings
Planned activities (replace the notes below with your Excel
planned activities) Resources
What’s in this module? – to read the title of the module Our
BEGINNING World and ask Ss to suggest what they think it means. Go
THE LESSON through the topic list and stimulate a discussion to prompt Ss’
interest in the module
To present global issues.
PRESENTATION To direct Ss to the pictures. Discuss the words and phrases. If
AND PRACTICE necessary, use a dictionary. Play the recording. Ss listen and Pictures,
repeat chorally and/or individually. (Ex. 1, p.5) p.5.
C10 To talk about solutions to global issues. Dictionary.
S7 Read the ideas in the list and elicit/explain any unknown words. Recording.
Invite one of the students to read out the example. Ask various
Ss to suggest solutions to the global issues using the ideas in the
list as well as ideas of their own. (Ex. 2, p.5)
ENDING THE (An activity to consolidate the language of the lesson.) Ask the
LESSON pupils to describe any of global issues with the solution in their
region.
21
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
Were the lesson objectives/learning your lesson
objectives realistic?
Did I stick to timings?
What changes did I make from my plan

and why?
22
Module 1 Our world

Vocabulary 1a
Date: Teacher name:
Learning 8.1.9.1 – C9 use imagination to express thoughts, ideas, experiences and

objectives(s) that feelings
this lesson is 8.1.8.1 – C8 develop intercultural awareness through reading and discussion
contributing to 8.4.2.1 – R2 understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended texts
of familiar general and curricular topics, including some extended texts
8.4.8.1 – R8 use familiar and some unfamiliar paper and digital reference
resources to check meaning and extend understanding
8.3.3.1 – S3 give an opinion at discourse level on a range of general and
curricular topics
8.5.8.1 – W8 spell most high-frequency vocabulary accurately for a growing
8.6.15.1 – UE15 use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited variety of verbs and prepositions;
use some prepositional verbs and begin to use common phrasal verbs on a
growing range of familiar general and curricular topics
8.3.1.1 – S1 use formal and informal registers in their talk on a limited range
of general and curricular topics
8.3.7.1 – S7 use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
listen and read for gist and for specific information
listen and read for gist and specific information, to learn animals and their
habitats, to learn prepositional phrases
listen and read for gist and specific information, to learn animals and their
habitats, to learn prepositional phrases, talk about the steppe, prepare a poster
of plants and animals that live on our steppe
Assessment criteria Learners have met the learning objective if they can: speak about animals
and their habitats, the steppe
links
Previous learning Our world: global issues.
Plan
23
Planned timings Planned activities (replace the notes Excel Resources
below with your planned activities)
To introduce the topic Ex. 1, p.6 (SB)
BEGINNING THE Ask Ss to look at the pictures and then Suggested Answer Key
LESSON imagine they are there on the steppe. Ask I can see the big blue sky
8.1.9.1 – C9 various Ss to describe to the class what above me and the wide, open
they can see and feel using their grassland of the steppe in front
imagination. of me. I feel alone.
To listen and read for gist Ex. 2, p.6 (SB)
PRESENTATION Ask Ss to read the title and elicit Ss’ Recording
AND PRACTICE guesses as to why the steppe is important Answer Key
8.1.8.1 – C8 to the Kazakh people according to the The steppe is important
author. Play the recording. Ss listen and because it is a treasure of
follow the text and find out. natural resources and provides
everything for Kazakhstan’s
Refer Ss to the Word List to look up the cities.
words in the Check these words box. Play
the video for Ss and elicit their comments. Video.
8.4.2.1 – R2 To read for specific information Ex. 3, p.6 (SB)

Explain the task. Allow Ss time to read the Answer Key
statements and then read the text again and 1 F 3 T 5 DS
complete the task. Check Ss’ answers. 7 F 2 T 4 F
6 T 8 DS
8.4.8.1 – R8 To consolidate new vocabulary Ex. 4, p.7 (SB)

Allow Ss time to look up the meanings of Answer Key
the words in bold in the text in their harsh (adj): severe, difficult
dictionaries or in an online dictionary. drop (v): to fall suddenly
Elicit definitions from Ss around the class. habitat (n): the place where an
animal/plants grows/lives
endangered (adj): at risk
8.3.3.1 – S3 To consolidate information in a text and pollution (n): the presence of
give an opinion sth which has harmful/
Ss discuss in pairs what they found poisonous effects on the
interesting in the text and compare environment
opinions. Ask various pairs to report back Ex.5, p.7(SB)
8.5.8.1 – W8 to the class. Suggested Answer Key
I was impressed that the
steppe is one third of the
country and that the
temperatures are so extreme. I
was also impressed that the
Kazakh people are going to
preserve the steppe for future
generations.
To prepare a poster Student’s Book: Language
ENDING THE Explain the task and ask Ss to work in Review 1a
LESSON small groups to look up information on the Workbook: 1a
Internet or any other sources. Ss can use
ideas from the text on p. 6. Ask various Ss
to present their posters to the class.
24
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
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
What changes did I make from my

plan and why?
25
Module 1 Our world

Use of English 1b
Date: Teacher name:
Learning 8.6.15.1 – UE15 use infinitive forms after a limited number of verbs and
objectives(s) that adjectives; use gerund forms after a limited variety of verbs and
this lesson is prepositions; use some prepositional verbs and begin to use common
contributing to phrasal verbs on a growing range of familiar general and curricular topics
8.5.3.1 – W3 write with moderate grammatical accuracy on a limited range
of familiar general and curricular topics
8.5.8.1 – W5 develop with support coherent arguments supported when
necessary
by examples and reasons for a growing range of written genres in familiar
8.6.16.1 – UE16 use a growing variety of conjunctions including since, as
to explain reasons and the structures so ... that, such a ... that in giving
explanations on a range of familiar general and curricular topics
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form,
learn word formation (nouns from verbs), learn clauses of reason/result
learn word formation (nouns from verbs), learn clauses of reason/result,
identify the correct usage and use these forms in the speech
Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they
can: use tenses of infinitive/-ing forms, do the correct word formation,
express reasons.
links
Plan
Planned timings Planned activities (replace the notes below Excel Resources
with your planned activities)
BEGINNING THE to introduce the topic of the lesson Teacher’s ideas
LESSON
PRESENTATION To present the to-infinitive and the -ing Ex. 1, p.8 (SB)
AND PRACTICE forms (Ss’ own answers)
8.6.15.1 – UE15 Present the infinitive forms. Explain that the
infinitive is the base form of all verbs.
Explain that we can use it with or without the
preposition to. Say then write on the board: I
26
want to play football. I can play football.
Explain that we use to-infinitive to express
purpose and after certain verbs such as would
like, would prefer, would love, advise, agree,
decide, claim, want, expect, continue, hope,
offer, seem, promise, etc. Explain that we use
to-infinitive after certain adjectives such as
willing, eager, reluctant.
Explain that we use the infinitive without to
with modal verbs e.g. can, must, should, etc.
8.5.3.1 – W3 Present the -ing form. Explain that the -ing Ex. 2, p.8 (SB)
form is the verb form that ends in -ing. Say Answer Key
then write on the board: Swimming is fun. 1 to organise, join
Explain that we can use the -ing form as a 3 to protect, cutting
noun and as the subject of a sentence. Say 2 to help, donate
then write on the board: I like running. 4 to reduce, walking
Explain that we use the -ing form with the
verbs like, love, enjoy, prefer as well as with Ex. 3, p. 8 (SB)
the verbs avoid, admit, try, consider, imagine, Answer Key
regret, suggest, start, begin finish and stop. 2 Dilnaz enjoys working
Ask Ss to read the table and say the examples with children at the
in their language. weekend.
3 She claims to have been
8.6.15.1 – UE15 To practise the to-infinitive and the -ing volunteering all summer.
forms 4 Air pollution tends to get
Explain the task and give Ss time to complete worse each year.
it. Then check Ss’ answers around the class. 5 He regrets having missed
the neighbourhood clean-up
8.6.15.1 – UE15 To present and practise tenses of the today.
8.5.3.1 – W3 infinitive and the -ing form 6 They appear to be
Ask Ss to study the table. Refer Ss to the planting trees in the park.
Grammar Reference section for more
information. Explain the task and read out the Ex. 4, p.8 (SB)
example and then give Ss time to rewrite the Suggested Answer Key
sentences using the verbs in brackets and then 1 I avoid wasting things.
ask various Ss around the class to read them 2 I stopped buying packaged
out to the class. fruit and vegetables.
3 I must recycle more.
8.5.8.1 – W5 To practise the to-infinitive and the - ing 4 I’ve always wanted to visit
form using personal examples the Kazakh steppe.
Explain the task and give Ss time to complete 5 I’d love to volunteer.
it Check Ss’ answers around the class. 6 I enjoy walking in the
countryside.
ENDING THE A Grammar quiz. (Teacher’s ideas) Workbook: 1b & Use of
LESSON English 1
Values links
27

plan and why?
28
Module 1 Our world

Use of English 1b
Date: Teacher name:
Learning 8.6.15.1 – UE15 use infinitive forms after a limited number of verbs and
objectives(s) that adjectives; use gerund forms after a limited variety of verbs and
this lesson is prepositions; use some prepositional verbs and begin to use common
contributing to phrasal verbs on a growing range of familiar general and curricular topics
8.5.3.1 – W3 write with moderate grammatical accuracy on a limited range
8.5.8.1 – W5 develop with support coherent arguments supported when
necessary
8.6.16.1 – UE16 use a growing variety of conjunctions including since, as
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form
learn word formation (nouns from verbs), learn clauses of reason/result
learn word formation (nouns from verbs), learn clauses of reason/result,
identify the correct usage and use these forms in the speech
Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they
can: use tenses of infinitive/-ing forms, do the correct word formation,
express reasons.
links
Plan
To revise the to-infinitive and the -ing Teacher’s ideas
BEGINNING THE forms
LESSON Explain the task and give Ss time to
complete it. Then check Ss’ answers around
the class.
29
PRESENTATION To present and practise tenses of the to- Ex. 3, p. 8 (SB)
AND PRACTICE infinitive and the -ing form Answer Key
Ask Ss to study the table. Refer Ss to the 2 Dilnaz enjoys working with
8.6.15.1 – UE15 Grammar Reference section for more children at the weekend.
information. Explain the task and read out 3 She claims to have been
the example and then give Ss time to rewrite volunteering all summer.
the sentences using the verbs in brackets and 4 Air pollution tends to get
then ask various Ss around the class to read worse each year.
them out to the class. 5 He regrets having missed
the neighbourhood clean-up
day.
6 They appear to be planting
trees in the park.
8.6.15.1 – UE15 To practise the to-infinitive and the - ing Ex. 4, p.8 (SB)
form using personal examples Suggested Answer Key
Explain the task and give Ss time to 1 I avoid wasting things.
complete it Check Ss’ answers around the 2 I stopped buying packaged
class. fruit and vegetables.
3 I must recycle more.
4 I’ve always wanted to visit
the Kazakh steppe.
5 I’d love to volunteer.
6 I enjoy walking in the
countryside.
8.6.15.1 – UE15 Practising word formation (nouns from Ex. 5, p.8 (SB)
8.5.3.1 – W3 verbs) Answer Key
Ask Ss to read the theory box and then 1 pollution
explain the task. Give Ss time to complete 2 destruction
the task and then check their answers. 3 conservation
4 explosion
5 reduction
8.5.8.1 – W5 To present and practise clauses of reason Ex. 6, p.9 (SB)

Explain that clauses of reason are used to Answer Key
express the reason for an action i.e. why sb 1 because
does sth. Explain that we use 2 for
as/since/because/now (that)/ for to introduce 3 As
a clause of reason. Ask Ss to study the 4 now
theory box and then read the sentences and
choose the correct items. Check Ss’
answers.
8.6.16.1 – UE16 To present and practise clauses of result Ex. 7, p.9 (SB)
Explain that clauses of result are used to Answer Key
express the result of an action. Explain that such a
we use so/such (a/an) ... that to introduce a so
clause of result. Ask Ss to read the theory such
box and then complete the sentences. Elicit such a
answers from Ss around the class so
such
30
ENDING THE A Grammar quiz. (Teacher’s ideas) Workbook: 1b & Use of
LESSON English 1
Values links

plan and why?
31
Module 1 Our world

Skills 1c
Date: Teacher name:
Learning 8.4.4.1 – R4 read a growing range of extended fiction and non-fiction texts
objectives(s) that on familiar and some unfamiliar general and curricular topics
this lesson is 8.4.2.1 – R2 understand specific information and detail in texts on a
contributing to growing range of familiar general and curricular topics, including some
extended text of familiar general and curricular topics, including some
extended texts
adjectives; use gerund forms after a limited variety of verbs and prepositions;
use some prepositional verbs and begin to use common phrasal verbs on a
8.3.6.1 – S6 link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
8.6.5.1 – UE5 use questions which include a variety of different tense and
modal forms on a range of familiar general and curricular topics
8.2.3.1 – L3 understand with little or no support most of the detail of an
argument in extended talk on a wide range of general and curricular topics
8.5.4.1 – W4 use with some support style and register appropriate to a
limited variety of written genres on general and curricular topics
8. 5.7.1 – W7 use with minimal support appropriate layout at text level for a
growing range of written genres on familiar general and curricular topics.
Learn natural disasters, listen and read for gist and special information, learn
phrasal verbs with give
phrasal verbs with give, listen for specific information
phrasal verbs with give, listen for specific information, talk about the ASCE
Foundation, write an email about the Dream Big film
Assessment criteria Learners have met the learning objective if they can: speak about natural
disasters and write an email
links
Previous learning Natural disasters and grammar
Plan
32
To present natural disasters Ex. 1, p.10 (SB) pictures
BEGINNING THE Ask Ss to look at the pictures. Play the (Ss’ own answers)
LESSON recording. Ss listen and repeat chorally
and/or individually. Elicit the L1
equivalent for each word.
To listen and read for gist Ex. 2, p.10 (SB)
PRESENTATION Ask Ss to look at the picture and read the Answer Key The text is
AND PRACTICE title of the text. Elicit Ss’ guesses as to about a young girl who was
8.4.2.1 – R2 what the text is about. Play the inspired by an earthquake to
recording. Ss read the text and find out. become a civil engineer to help
people and a film made by the
Play the video for Ss and elicit their American Society of Civil
8.4.2.1 – R2 comments. Engineers designed to inspire
To read for specific information more young people to become
Ask Ss to read the questions and answer civil engineers.
choices 1-3. Give Ss time to read the VIDEO + QUESTIONS
text and complete the task. Check Ss’
8.6.15.1 – UE15 answers around the class. Refer Ss to Ex. 3,p.11 (SB)
the Word List to look up the words in the Answer Key
Check these words box. 1 A 2 A 3 C
8.3.6.1 – S6
8.6.5.1 – UE5 To present and practise phrasal verbs Ex. 4, p.11 (SB)
with give Answer Key 1 out 2 back
Read out the box and explain the task. 3 in 4 off 5 away
Give Ss time to complete the task.
Check Ss’ answers. Ex. 5, p.11 (SB)
Suggested Answer Key
To consolidate information in a text A: What happened in Turkey in
8.2.3.1 – L3 Ask Ss to work in pairs and ask and 1999? B: A huge
answer questions following the example earthquake. Who is Menzer
referring to the text as necessary. Pehlivan? A: A civil
Monitor the activity around the class. engineer specialising in
earthquake safety. How does she
8.5.4.1 – W4 To listen for specific information relate to ‘Dream Big’? B:
8. 5.7.1 – W7 Explain the task and ask Ss to look at the Her story is one of many in the
form and think about what the missing film. Etc
information might be. Play the
recording. Ss listen and complete the Ex. 6, p.11(SB)
blanks 1-5. Check Ss’ answers. Answer Key
1 Regular ✓ 2 $25 3
To write an email Direct Debit (Bank Account) ✓
Explain the task. Tell Ss to make notes on 4 Ulan Akhmetov 5 25
each point and then use their notes to Kolpakovskiy Street, Almaty
help them write their email. Allow time
for Ss to complete their emails Ex. 7, p.11 (SB)
ENDING THE Ask various Ss around the class to read Student’s Book: Language
LESSON their emails aloud to the class. Review 1c
(Other Ss listen carefully and ask Workbook: 1c
questions if necessary)
33
Differentiation – how do you plan Assessment – how are you Cross-curricular links
to 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?
34
Module 1 Our world

Everyday English 1d
Date: Teacher name:
Learning 8.4.1.1 – R1 understand the main points in texts on a limited range of
objectives(s) that unfamiliar general and curricular topics, including some extended texts
this lesson is 8.2.7.1 – L7 begin to recognize typical features at word, sentence and text
contributing to level of a limited range of spoken genres
8.3.1.1 – S1 use formal and informal registers in their talk on a limited range
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 timings Planned activities (replace the notes below with your Excel Resources
planned activities)
To practise pronunciation of situational language Ex. 1, p.12 (SB)
BEGINNING THE Start with picture discussion. Play the recording. Ss Recording
LESSON listen and repeat chorally and/or individually. Pay
attention to Ss’ pronunciation and intonation and correct
as necessary.
To listen for gist Ex. 2. P,12 (SB)
PRESENTATION Refer Ss to the sentences in Ex.1 again and elicit Ss’ Answer Key
AND PRACTICE guesses as to what the dialogue is about Play the The dialogue is
8.4.1.1 – R1 recording. Ss listen and read the text to find out. about someone
8.2.7.1 – L7 Refer Ss to the Word List to look up the words in the who wants to find
Check these words box. out about
volunteering for
To learn synonymous phrases an environmental
Read out the phrases. Refer Ss back to the dialogue and organisation.
elicit the synonymous ones from various Ss around the
class. Ex. 3, p.12 (SB)
Answer Key
35
To practise role-playing Do I need to
Explain the situation and ask Ss to read the advert. bring anything? =
Remind Ss that they can use the dialogue in Ex.2 as a What equipment
8.3.1.1 – S1 model as well as any ideas of their own to complete the do I need?
task. Ss complete the task in pairs. To help Ss, draw the You have to be in
following diagram on the board and elicit appropriate good condition. =
phrases Ss should use. Write them on the board. Ss can You should be
refer to the diagram while doing the task. physically fit.
Student A I’m interested in
Good morning. (name) (Greet caller and say name of volunteering. =
organisation) I’d like to find out
Great. We hold ... The works includes ... (Tell B about about
the organisations activities) volunteering.
Well, …, but you don’t need ... (Talk about work) How can I
You need ... (Say necessary items) register? = How
You can register ... (Give information) do I sign up?
This Saturday ... (Give information)
Great. See you ... . (Respond & close conversation) Ex. 4, p. 12 (SB)
Student B
Hello. I’d like to ... (Ask about volunteering)
It sounds ... So ... what should ...? (Comment & ask for
information)
Do I need to bring anything? (Ask about equipment)
How do I sign up? (Ask how to register)
Can you tell me about your ...? (Ask about next event)
That sounds ... I’d like ... (Express interest)
A: Good morning. Helping Hands.
B: Oh, hello. I’d like to find out about volunteering for
your organisation.
A: Great! We hold regular volunteer action days every
Saturday. The work includes collecting clothes and
helping out at the homeless shelter.
B: It sounds good. So if I become a volunteer, what
should I expect?
A: Well, it can be hard work, but you don’t need any Ex. 5, p.12 (SB)
experience. Recording
B: Do I need to bring anything?
A: You need comfortable clothes and an apron.
B: How do I sign up?
A: You can register online.
B: OK. Can you tell me about your next event?
A: Certainly. This Saturday our volunteers will be
preparing food for the homeless.
B: That sounds great. I’d like to take part.
A: Great. See you then.
To pronounce the oo sound

Play the recording with pauses for Ss to repeat chorally
and/or individually. Elicit other words with these sounds
from various Ss around the class.
36
ENDING THE Ss in pairs prepare similar dialogues and then act them
LESSON out.
Values links

plan and why?
37
Module 1 Our world

Across Cultures 1e
Date: Teacher name:
Learning 8.4.2.1 – R2 understand specific information and detail in texts on a growing
objectives(s) that range of familiar general and curricular topics, including some extended
this lesson is texts of familiar general and curricular topics, including some extended texts
contributing to 8.1.3.1 – C3 respect differing points of view
8.5.1.1 – W1 plan, write, edit and proofread work at text level with some
support on a range of general and curricular topics
8.5.4.1 – W4 use with some support style and register appropriate to a
limited variety of written genres on general and curricular 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 timings Planned activities (replace the Excel Resources
notes below with your planned
To introduce the topic and listen Ex. 1, p.13 (SB)
BEGINNING THE and read for specific information Recording
LESSON Direct Ss’ attention to the pictures Suggested Answer Key The
8.4.2.1 – R2 and elicit Ss’ guesses as to what is buildings are unique structures that
special about these buildings. Play are eco-friendly.
the recording. Ss listen and follow
the text in their books to find out.
To read for specific information Ex. 2, p. 13 (SB)
PRESENTATION Read the sentences stems aloud one Answer Key 1 main tourist
AND PRACTICE at a time and ask Ss to read the attractions 2 a yurt 3 can
8.4.2.1 – R2 texts again and complete them. withstand high winds 4 explore
Ask Ss to use the Word List to look issues such as energy, water and the
up the meanings of the words in the environment 5 special pipes
Check these words box, then check VIDEO +QUESTIONS
Ss’ answers.
Ex. 3, p.13 (SB)
38
8.1.3.1 – C3 Play the video for Ss and elicit their Suggested Answer Key
comments A: The Khan Shatyr opened in 2010
To compare and contrast whereas the Crystal opened in 2012.
buildings B: That’s true. Both buildings are eco-
Give Ss time to read the texts again friendly.
if necessary and think about their A: Yes, and both buildings are great
answers. Ask Ss to compare the examples of modern architecture
buildings in pairs following the working with nature.
example. Monitor the activity
8.5.1.1 – W1 around the class and then ask some Ex. 4, p.13 (SB)
8.5.4.1 – W4 pairs to report back to the class. Suggested Answer Key The Edge
in the Netherlands is the most eco-
To write a short text about an friendly building in the world. It has
eco-friendly building got solar panels that produce more
Explain the task and ask Ss to work electricity than the building uses. It
in small groups and collect has a natural ventilation system that
information from the Internet about uses mesh panels and lots of windows
an eco-friendly building and make to allow natural light in. It has a water
notes. Then ask Ss to use their collection system that uses rainwater
notes to write a short text about an to flush the toilets and water the
eco-friendly building. gardens. It also has birdhouses and
bat boxes in the gardens for the local
wildlife.
Ask various Ss to read their text to Student’s Book: Language Review 1e
ENDING THE the class. Alternatively, assign the Workbook: Vocabulary Bank 1
LESSON task as HW and check Ss' answers
in the next lesson.
Values links

plan and why?
39
Module 1 Our world

Across the curriculum 1f
Date: Teacher name:
Learning objectives(s) 8.2.1.1 – L1 understand with little or no support the main points in
that this lesson is extended talk on a wide range of general and curricular topics
contributing to 8.4.2.1 – R2 understand specific information and detail in texts on a
growing range of familiar general and curricular topics, including some
extended texts of familiar general and curricular topics, including some
extended texts
8.1.7.1 – C7 develop and sustain a consistent argument when speaking or
writing
8.3.3.1 – S3 give an opinion at discourse level on a range of general and
curricular topics
8.1.10.1 – C10 use talk or writing as a means of reflecting on and
8.5.7.1 – W7 use with minimal support appropriate layout at text level for
a growing range of written genres on familiar general and curricular
topics
listen and read for gist, read for specific information
listen and read for gist, read for specific information, prepare a poster on
how to make a positive change to the world
listen and read for gist, read for specific information, prepare a poster on
how to make a positive change to the world, make a speech about the
importance of being a global citizen.
Assessment criteria Learners have met the learning objective if they can: prepare a poster
about changing the world and make a speech about the importance of
being a global citizen
links
Plan
To introduce the topic and predict the Ex. 1, p.14 (SB)
BEGINNING THE content of the text Recording
LESSON Ask S to look at the pictures and read Suggested Answer Key
8.2.1.1 – L1 the title. Elicit Ss’ guesses as to what it Being a global citizen means
means to be a global citizen. Play the being involved with your
recording. Ss listen and read the text community and the wider
and check if their guesses were correct. world.
40
PRESENTATION To read for specific information Ex. 2, p.14 (SB)
AND PRACTICE Ask Ss to read statements 1-5. Give Ss Answer Key
8.4.2.1 – R2 time to read the text again and complete 1 F
the task. Check Ss’ answers around the 2 T
class. 3 DS
Refer Ss to the Word List to look up the 4 T
words in the Check these words box.
8.1.7.1 – C7 To consolidate comprehension of a Ex. 3, p.14 (SB)

8.3.3.1 – S3 text Suggested Answer Key
Give Ss time to read the text again and We need to be good citizens to
formulate their answers. Then ask make our community better for
various Ss to use the pictures to make a everyone. We should donate
speech about being a global citizen to clothing, toys and appliances
the rest of the class. to charities that help other
people. We should plant trees
8.1.10.1 – C10 To prepare a poster in the local park to improve
8.5.7.1 – W7 Ask Ss to work in small groups and do and protect the environment.
some research online and collect We should volunteer with a
information about being a global local group to clean up our
citizen. Then give Ss time to prepare a neighbourhood. By doing these
poster. When the task is completed things, we can make a positive
display the posters around the class. change in our community and
in the world.
Ex. 4, p.14 (SB)
ENDING THE To make a positive change by being a Student’s Book: Language
LESSON global citizen you can: Review 1f, Prepositions
volunteer for a group that helps your Workbook: 1d,e,f
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.

plan and why?
41
Module 1 Our world

Writing 1g
Date: Teacher name:
Learning objectives(s) 8.4.1.1 – R1 understand the main points in texts on a limited range of
that this lesson is unfamiliar general and curricular topics, including some extended texts
contributing to 8.4.2.1 – R2 understand specific information and detail in texts on a
extended texts of familiar general and curricular topics, including some
extended texts
8.3.5.1 – S5 interact with peers to negotiate, agree and organise priorities
and plans for completing classroom tasks with peers to negotiate
writing
8.5.1.1 – W1 plan, write, edit and proofread work at text level with some
support on a range of general and curricular topics
8.5.3.1 – W3 write with moderate grammatical accuracy on a limited
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 timings Planned activities (replace the notes below with Excel Resources
your planned activities)
BEGINNING THE To read for specific information Ex. 1, p.15 (SB)
LESSON Ask Ss to read the text and then elicit what the Answer Key
8.4.1.1 – R1 problem is. The problem is
waste.
PRESENTATION To de-construct an essay Ex. 2, p.15 (SB)
AND PRACTICE Explain the task and ask Ss to copy the table into Answer Key:
8.4.2.1 – R2 their notebooks. Give Ss time to read the essay Suggestions:
and then complete the table. Check Ss' answers on 1. set up recycling
the board. schemes
42
2. only buy products
8.3.5.1 – S5 To substitute linkers for suitable alternatives with reusable
Read out the Study Skills box and explain how we packaging
can use linkers to organise our ideas when writing Results:
an essay. Ask Ss to replace the phrases in bold 1. less rubbish would
with suitable alternatives from the examples in the go to landfill sites
box. Check Ss' answers around the class. 2. recycle more
household waste,
8.1.7.1 – C7 To match suggestions to results and talk about reduce rubbish
8.5.1.1 – W1 reducing air pollution in cities
8.5.3.1 – W3 Ask Ss to read the information and then match the Ex. 3, p.15 (SB)
solutions to the results. Check Ss’ answers. Suggested Answer
To write an essay Key
Explain the task and give Ss time to write their To begin with = To
essays using their answers in Ex. 4 and the plan to start with
help them. Remind Ss to use the essay in Ex. 1 as This way =
a model and to use appropriate linkers. Check Therefore
Ss' answers. Alternatively, assign the task as HW Another solution
and check Ss' answers in the next lesson. would be = Another
Suggested Answer Key way to solve this
The air in our cities is getting more and more problem would be
polluted. The damaging effect this has on the As a result =
environment is a serious problem. What can we do Consequently
to reduce the amount of air pollution we produce? All in all = To sum
To start with, we can plant trees in local parks and up
forests. This way, the trees absorb carbon dioxide
and the air becomes cleaner. Another solution Ex. 4, p.15 (SB)
would be to encourage people to use public Answer Key
transport or cycle. Consequently, there would be 1 b
fewer cars on the street and we would have 2 a
cleaner air. All in all, there are a number of ways Ex. 5, p.15 (SB)
we can reduce air pollution. If we employ some of
these suggestions, then the world we live in will
be a cleaner and nicer place.
ENDING THE (An activity to consolidate the language of the Student’s Book:
LESSON lesson.) Ask the pupils to describe any of global Self-Check 1
issues with the solution in their region. Workbook: 1g
Values links

plan and why?
43
Module 1 Our world

Summative Assessment for Unit 1
Edutainment 1
Date: Teacher name:
Learning objectives(s) 8.1.3.1 – C3 respect differing points of view
that this lesson is 8.3.4.1 – S4 respond with some flexibility at both sentence and discourse
contributing to level to unexpected comments on a range of general and curricular topics
and plans for completing classroom tasks with peers
writing
8.5.8.1 – W8 spell most high-frequency vocabulary accurately for a
8.2.7.1 – L7 begin to recognise typical features at word, sentenceand
text level of a limited range of spoken genres
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 timings Planned activities (replace the notes below Excel Resources
BEGINNING THE To understand a quotation and express an Ex. 1 a, p.16 (SB)
LESSON opinion Suggested Answer Key
8.1.3.1 – C3 Ask Ss to read the quotation and then discuss in A: I think that the
8.3.4.1 – S4 pairs what they think it means. Elicit answers quotation means that if
from Ss around the class. you want the world to
be a better place then
you have to do
something about it
yourself.
44
B: I agree and I think if
everyone did something
positive to make the
world a better place, it
soon would be.
PRESENTATION b) To learn about the value of helping to Ex. 2, p.16 (SB)
AND PRACTICE change the world Answer Key
8.3.5.1 – S5 Ask Ss to read the list of ways to make the ASCE Foundation
8.3.7.1 – S7 world better and discuss in pairs which ones 2 endangered 18,000
they would like to do in the future and suggest 4 one third
other ways. Monitor the activity around the 5 London, UK
class and then elicit further ways from Ss 6 2010
around the class. (Ss' own answers) 7 polar
8 high winds
8.1.7.1 – C7 c) To write a paragraph giving your opinion on
8.5.3.1 – W3 ways we can help to change the world Ex.3,p.16 (SB)
Give Ss time to complete the task in class and Suggested Answer Key
then ask some Ss to share their answers with 1 In winter on the
the rest of the class. steppe, temperatures
8.5.8.1 – W8 Suggested Answer Key I think we should all do can be as low as ... . (-
what we can to make the world a better place. I 35°C)
plan to join an organisation that looks after 2 The steppe ….. and
animals and donate clothes and toys to charity. the Saiga antelope live
I think if everyone does something positive on the steppe. (pika)
then the world will change for the better. 3 Camels live in a ...
8.2.7.1 – L7 To test knowledge learnt in this module/to habitat. (desert)
do a quiz 4 Lions live in a ...
Explain the task. Allow Ss some time to read habitat. (grassland)
the questions and complete the gaps. Tell Ss 5 Menzer Pehlivan is a
they can review the module and find the .... (civil engineer)
relevant information to help them if necessary. 6 Khan Shatyr is in ....
Check Ss’ answers. (Astana, Kazakhstan)
7 The Crystal opened in
8.3.4.1 – S4 To consolidate vocabulary learnt in the .... (2012)
module/to write a quiz 8 The Crystal produces
Explain the task and allow Ss time to work in ... of its own water.
pairs and look through the module and think of (90%)
quiz questions. Tell Ss they can use the quiz in
the previous task as a model. Offer an example Ex. 4, p.16 (SB)
(e.g. The Kazakh steppe covers almost ... ... ... Recording
... km. (804,500) Ss can swap their quiz with Suggested Answer Key
another pair and do it and then report back to The song is about the
the class. power of nature.
ENDING THE Play the video and elicit Ss’ comments at the VIDEO + QUESTIONS
LESSON end.
Values links
45

plan and why?
46
Module 1 Our world

Edutainment 1
Date: Teacher name:
Learning objectives(s) 8.1.3.1 – C3 respect differing points of view
that this lesson is 8.3.4.1 – S4 respond with some flexibility at both sentence and discourse
contributing to level to unexpected comments on a range of general and curricular topics
and plans for completing classroom tasks with peers
8.3.7.1 – S7 use appropriate subject-specific vocabulary and syntax to
talk about a growing range of general topics, and some curricular topics
writing
8.5.8.1 – W8 spell most high-frequency vocabulary accurately for a
8.2.7.1 – L7 begin to recognise typical features at word, sentence and
text level of a limited range of spoken genres
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
BEGINNING THE To understand a quotation and express
LESSON an opinion
8.1.3.1 – C3 Ask Ss to read the quotation and then
8.3.4.1 – S4 discuss in pairs what they think it means.
Elicit answers from Ss around the class
PRESENTATION To consolidate vocabulary learnt in the Ex.3,p.16 (SB)
AND PRACTICE module/to write SA Suggested Answer Key
Explain the task and allow Ss time to do 1 In winter on the steppe,
8.1.7.1 – C7 the writing work. temperatures can be as low
8.5.3.1 – W3 Song To predict content and listen and as ... . (-35°C)
47
read for gist 2 The steppe ….. and the
Read out the list of words/phrases and Saiga antelope live on the
explain/elicit the meanings. Elicit Ss’ steppe. (pika)
guesses as to what the song is about. 3 Camels live in a ... habitat.
Play the recording. Ss listen and read and (desert)
check if their guesses were correct. 4 Lions live in a ... habitat.
8.5.8.1 – W8 (grassland)
5 Menzer Pehlivan is a ....
(civil engineer)
6 Khan Shatyr is in ....
(Astana, Kazakhstan)
7 The Crystal opened in ....
(2012)
8 The Crystal produces ... of
its own water. (90%)
8.2.7.1 – L7 To discuss the main message of the Ex. 4, p.16 (SB)

song Recording
Ask Ss to think about the question in the Suggested Answer Key
rubric. Ask various Ss to discuss their The song is about the power
thoughts and then share their answers of nature.
with the class
8.3.4.1 – S4 Ex. 5, p.16 (SB)
I think the singer means that
we should respect nature
because it is the most
powerful force on the planet
and without it we would not
even be here
ENDING THE Play the video and elicit Ss’ comments at VIDEO + QUESTIONS
LESSON the end.
Values links

plan and why?
48
Module 1 Our world

Project work Green issue No Money
Date: Teacher name:
Learning 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
objectives(s) that about a range of general topics, and some curricular topics
this lesson is 8.4.2.1 - understand specific information and detail in texts on a growing
contributing to range of familiar general and curricular topics, including some extended
texts;
8.3.5.1 - interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in
8.5.6.1 - link, independently, sentences into coherent paragraphs using a
variety of basic connectors on a range of familiar general topics and some
curricular topics
8.1.1.1 - use speaking and listening skills to solve problems creatively and
cooperatively in groups;
use some language from the module to express views and pose some
relevant activity accurately
use a range of language from the module to express views and pose a range
of relevant activity accurately
use a wide range of language from the module to express views and pose a
range of relevant activity accurately
Previous learning Environment vocabulary
Plan
Planned timings Planned activities Excel Teacher

Resources Notes
Beginning the lesson Read the first paragraph of the text. Write two
questions you would like to ask Mark Boyle.
8.3.7.1 Read the text. Can you answer your questions?
Suggested Answer How can people live
without money? (People can grow their own
food and use natural resources.) Why do
you think money is a bad thing? (Not
answered.)
49
Main activities Read the text and fill in the gaps with the
appropriate word. Check with a partner.
1 called/named 2 main/many 3 at
8.4.2.1 4 that 5 into 6 also
7 Through/Despite 8 if 9 has 10 However
8.3.7.1 3. a) Match the words in bold (1-8) in the text to
8.2.5.1 their meanings (a-h).
a) 1 f 2 d 3 a 4 g 5 b 6 h 7 c 8 e
b) give up, throw away
Suggested Answer I will not give up learning
English. People throw away too much rubbish.
8.3.5.1 4. In pairs, ask and answer questions based on

the text.
Suggested Answer A: Where is Mark Boyle
from? B: He is from Ireland. A: What did he
give up? B: He gave up money. A: Where
does he live? B: He lives in a caravan.
8.3.5.1 5. In pairs, discuss how Mark’s lifestyle has

changed since he gave up money.
Suggested Answer A: Mark doesn’t have
electricity or running water like he did before. B:
Yes, and he lives in a caravan instead of a flat.
A: He also now grows his own food or gets it from
bins. B: When he travels he cycles there, even if
it’s far away.
8.1.1.1 6. “Would you ever give up money? Why?/Why

not?” In three minutes write a few sentences on the
topic. Read them to the class.
Suggested Answer I would give up money
because I would like to live an eco-friendly lifestyle.
I do not want to pollute the Earth. I want to recycle
more than I waste. etc
Ending the lesson 7. Project: Be Mark Boyle for a week. Give up your
8.3.7.1 pocket money for a week and see how this affects
8.5.6.1 your lifestyle. Then report your experience 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
prompt less able learners to ask a range of monitor question production values links: benefits of
questions with different question starters in group activity 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..
50
Reflection Answer the most relevant questions from the box on
the left about your lesson.
Were the lesson objectives/learning

and why?
51
Module 2 Daily life & shopping

Daily Life & Shopping Vocabulary
Date: Teacher name:
Learning objectives(s) C10 - 8.1.10.1 - use talk or writing as a means of reflecting on and
that this lesson is exploring a range of perspectives on the world
contributing to S7 - 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular topics
Listen and read for a gist, study daily routines & free-time activities
Listen and read for a gist, study and speak about daily routines & free-
time activities
Assessment criteria Learners have met the learning objective if they can: speak about daily
routines and free-teme activities
Value links Explore the themes of daily routines & free-time activities
Cross - curricular Daily life
links
Plan
BEGINNING THE What’s in this module? Answer Key
LESSON Read the title of the module Daily life & park (p. 25) Do you often go
Shopping and ask Ss to suggest what they to the park? What do you do
think it means. Go through the topic list there? Which park is near
and stimulate a discussion to prompt Ss’ your house?
interest in the module. an interview (p. 18) Have
Find the page numbers for you ever given/conducted an
Explain/Elicit the meaning of any interview? When? Who with?
unknown words, then Ss find the page What for? Who would you
numbers for the items listed. Ask like to interview?
questions to check Ss’ understanding. a song (p. 28) What is
your favourite song? Who
sings it? What type of music
do you like?
52
PRESENTATION Vocabulary Ex. 1, p.17 (SB)
AND PRACTICE To present daily routines & free-time Answer Key
activities 2 watch TV
Read out the list of daily routines & free- 3 do chores
time activities. Direct Ss to the pictures 4 do homework/study
and then give them time to match them to 5 go shopping
the daily routines & free-time activities. 6 hang out with friends
Check Ss’ answers. 7 go to school
8 surf the Net
9 play video games
10 work
11 exercise
12 be in a sports club
To classify activities as daily routines Ex. 2, p.17 (SB)

or free-time activities Recording
Ask Ss to decide in pairs which of the Answer Key
activities in the pictures are daily routines Daily routines: do
and which are free- time activities. Elicit homework/study, work, do
answers from Ss around the class. chores, go to school Free-
time activities: be in a sports
club, hang out with friends,
go shopping, surf the Net,
watch TV, eat out, exercise,
play video games
To consolidate new vocabulary Ex. 3, p.17 (SB)

through personal examples Suggested Answer Key
Ask Ss to use the phrases from Ex. 1 to I go to school, do my
describe their daily routine and free time homework and do chores as
activities. Give Ss time to consider their part of my daily routine. In
answers. Elicit answers from Ss around my free time, I hang out with
the class. friends, watch TV, play video
games and surf the Net.
ENDING THE Ss speak about their daily routine and
LESSON free-time activities in pairs or in groups.
Find what they have in common.
Values links

plan and why?
53

Vocabulary 2a
Date: Teacher name:
Learning objectives(s) 8.2.2.1 – L2 understand with little or no support most specific
that this lesson is information in extended talk on a wide range of general and curricular
contributing to topics
8.4.2.1 – R2 understand specific information and detail in texts on a
extended texts
8.4.4.1 – R4 read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular topics
8.6.12.1 – UE12 use comparative degree adverb structures not as quickly
as/far less quickly with regular and irregular adverbs. Use an increased
variety of pre-verbal, post-verbal and end-position adverbs on a range of
familiar general and curricular topics
adjectives; use gerund forms after a limited variety of verbs and
prepositions; use some prepositional verbs and begin to use common
phrasal verbs on a growing range of familiar general and curricular topics
8.3.6.1 – .S6 link comments with some flexibility to what others say at
Listen and read for a gist, read for specific information, learn leisure
activities & chores, learn prepositional phrases
activities & chores, learn prepositional phrases, express likes/dislikes
activities & chores, learn prepositional phrases, express likes/dislikes,
interview smb, write an interview
Assessment criteria Learners have met the learning objective if they can: express like/dislikes,
interview smb, write an interview
Value links Explore the themes of daily routines & free-time activities, leisure
activities & chores
links
Plan
54
BEGINNING THE To introduce the topic; to listen and Ex. 1, p.18 (SB)
LESSON read for gist Recording
8.2.2.1 – L2 Ask Ss to look at the pictures and the Suggested Answer Key
title of the text. Elicit where Aliya is Where does she live?
from (Astana) and then ask Ss to think (In a 3-bedroomed flat with her
of three questions they would like to family in Astana)
know the answers to. Play the Which school does she go to?
recording. Ss listen and read the text (not answered)
and see if their questions are What are her hobbies?
answered. (volleyball, ice hockey, listening
to music)
AND PRACTICE Give Ss time to read the text again and Answer Key
8.4.2.1 – R2 then match the sections 1-4 to the 1 School life
headings in the list. Check Ss’ 2 Free time
answers. Home & chores
Hopes & fears
8.4.4.1 – R4 To read for specific information
Explain the task. Allow Ss time to Ex. 3, p.19 (SB)
read the statements and then read the Answer Key
text again and complete the task. 1 T 2 F 3 T 4 F
Check Ss’ answers. 5 F
8.6.12.1 – UE12 Refer Ss to the Word List to look up Ex. 4, p.19 (SB)
the words in the Check these words Suggested Answer Key Aliya
box. Play the video for Ss and elicit starts school earlier than me and
their comments. stays later. I start at 8 am and
finish at 2 pm. She studies
To compare two lifestyles longer than I do. I finish my
Explain the task and suggest homework at 8 pm but she
adjectives/adverbs that Ss can use in doesn’t finish until 9 pm. Aliya
their comparisons (e.g. exciting/ likes playing sports, but I prefer
boring, busy/relaxing, hard, etc). to watch films. We both enjoy
Give Ss time to compare their lifestyle listening to music, though. Aliya
with Aliya’s and then ask some Ss to lives with her parents and
tell the class. grandmother, my grandmother
does not live with me. We both
have to help with chores, but I
don’t have to cook like Aliya
does. Aliya worries about
getting good grades and so do I.
Ex. 5(a), p.19 (SB)
8.3.7.1 – S7 To present/categorise vocabulary Answer Key
for leisure activities and chores Leisure activities: go
Ask Ss to look at the pictures and copy skateboarding, do archery, go to
the headings into their notebooks. the theatre, go dancing
Give Ss time to list the activities under Chores: dust the furniture, mop
the correct headings. Check Ss’ the floor, set the table, vacuum
answers on the board. the carpets, do the laundry, do
the washing-up
55
8.6.15.1 – UE15 To discuss leisure activities and Ex. 5(b), p.19 (SB)
chores and likes/dislikes Suggested Answer Key
Go through the language box with Ss. A: How often do you go
Ask two Ss to read out the example skateboarding?
exchange. Then ask Ss to discuss the B: Every day. I just love it.
8.3.6.1 – .S6 leisure activities and chores and A: How often do you vacuum
express likes/dislikes following the the carpets?
example in pairs. Monitor the B: I never vacuum the carpets. I
activity around the class and then ask can’t stand it. etc
some pairs to tell the class.
Ex. 6, p.19 (SB)
Answer Key
To present and practise 1 about 2 at
prepositional phrases 3 in 4 on 5 with
Read through the list of prepositions
and give Ss time to complete the Ex. 7, p.19 (SB)
sentences using their dictionaries to Suggested Answer Key
check. Check Ss’ answers. A: When does school start and
finish?
B: School starts at 8am and
8.5.3.1. - W3 To interview sb finishes at 3:30pm.
Ask Ss to work in pairs and use the A: Do you get homework?
questions in the interview in the text to B: Yes, I do. I usually finish it
interview their partner. Monitor the by 8pm.
activity around the class. Tell Ss to A: Do you get any pocket
record themselves and then ask money?
various pairs to play the recording to B: Yes, I do, but I have to do
the class. chores for it.
A: What do you do in your
leisure time?
B: I play basketball and I listen
to music.
A: Where do you live?
B: I live in a house in Astana
with my family.
A: Do you have to do chores in
the house?
B: Yes, I do. I help clean the
house and do the laundry.
A: What do you like/hate about
being 16?
To write an interview B: I like spending my free time
Ask Ss to work in small groups and with my friends. I don’t like
then give Ss time to write out their having so much schoolwork to
interview from Ex. 7. do.
A: What do you worry about?
B: I worry about getting good
grades at school.
Ex. 8, p.19 (SB)

Suggested Answer Key – See p.
20(T)
56
ENDING THE Ss present and act their interviews out. Student’s Book: Language
LESSON Review 2a
Workbook: 2a
Values links

plan and why?
57

Use of English 2b
Date: Teacher name:
Learning objectives(s) 8.6.10.1 – UE 10 - use present continuous forms for present and future
that this lesson is meaning and past continuous, including some passive forms, on a range of
contributing to familiar general and curricular topics;
understand the usage of the present simple, the present continues and then
present perfect
present perfect, learn/revise stative verbs
present perfect, learn/revise stative verbs, learn the present perfect
continuous, learn word formation
Assessment criteria Learners have met the learning objective if they can: use stative verbs, the
present perfect continuous, word formation
activities & chores
links
Previous learning Daily routines & free-time activities
Plan
BEGINNING THE To revise the present simple, present Ex. 1, p.20 (SB)
LESSON continuous and the present perfect tenses Answer Key
8.6.10.1 UE 10 Ask Ss to read the sentences 1-8 and have 1 C
them match them to the meanings A-H. 2 D
Check Ss’ answers. 3 E
4 B
5 F
6 A
7 H
8 G
58
PRESENTATION To present/revise stative verbs Ex. 2, p.20 (SB)
AND PRACTICE Read the theory box aloud and then ask Ss Answer Key
8.6.10.1 UE 10 to explain the meaning of each sentence in 1 a appears
each pair. Check Ss’ answers around the b searching
class. Then elicit further examples of 2 a relating to touch
sentences using stative verbs. b having a sensation
in the body
To practise present tenses Suggested Answer Key
Explain the task and give Ss time to This soup tastes great.
complete it. Check Ss’ answers. (has a certain taste)
The chef is tasting the
soup. (the action of
tasting)
Ex. 3, p.20 (SB)
To practise present tenses Answer Key
Elicit the tense for the situations listed. 1 takes (habit or routine)
Read out the example exchange. Then ask 2 appears (stative verb)
Ss to act out short exchanges in pairs 3 are not coming (fixed
following the example. future arrangement)
4 has not finished (action
that started in the past and
continues to the present)
5 is thinking (an action
happening around the time
of speaking – considering)
To practise already/just/yet/ever/never 6 have never eaten
Explain the task and give Ss time to (action that started in the
complete it. Check Ss’ answers. past and continues to the
present)
ENDING THE Ss make up sentences with grammar tenses Workbook: 2b & Use of
LESSON taken at the lesson. English 2
Values links

plan and why?
59

Use of English 2b
Date: Teacher name:
Learning objectives(s) 8.6.10.1 – UE 10 - use present continuous forms for present and future
that this lesson is meaning and past continuous, including some passive forms, on a range of
present perfect
present perfect, learn/revise stative verbs
present perfect, learn/revise stative verbs, learn the present perfect
continuous, learn word formation
Assessment criteria Learners have met the learning objective if they can: use stative verbs, the
present perfect continuous, word formation
activities & chores
links
Plan
BEGINNING THE To revise the present simple, present Ex. 1, p.20 (SB)
LESSON continuous and the present perfect Answer Key
8.6.10.1 UE 10 tenses 1 C
Ask Ss to read the sentences 1-8 and 2 D
have them match them to the 3 E
meanings A-H. 4 B 5 F 6 A
Check Ss’ answers. 7 H 8 G
PRESENTATION To present the present perfect Ex. 4, p.20 (SB)
AND PRACTICE continuous Answer Key timetables –
8.6.10.1 UE 10 Say then write on the board: Tom has present simple future
been talking on the phone for half an arrangements – present
hour. Underline has been talking and continuous
explain that the verb is in the present Suggested Answer Key A:
perfect continuous. Explain that we What time does the tour start?
form the present perfect continuous in B: It starts at 6:00, so we are
the affirmative with the personal leaving the hotel at 5:15.
pronoun + have/has + been + main A: What time does the flight
60
verb with -ing, we form the negative depart?
with personal pronoun + haven’t/ B: It departs at 8:45, so we are
hasn’t + been + main verb with -ing leaving for the airport at 6:00.
and we form the questions with Ex. 5, p.20 (SB)
have/has + personal pronoun + been + Answer Key
main verb with -ing. Explain that we 1 already
use this tense to place emphasis on the 2 yet
duration of an action which started in 3 just
the past and continues up to the 4 ever
present and to describe an action that 5 never
lasted for some time and its result is Ex. 6, p.21 (SB)
visible to the present. Elicit how we Answer Key
form the present perfect continuous. We form the present perfect
continuous with the auxiliary
To present for/since verb have/has, the past
Say then write on the board: I have participle of the verb to be
been/working as a teacher for 10 (been) and the main verb with -
years. I have worked/been working at ing.
this school since 2007. Explain that we Ex. 7, p.21 (SB)
use for/since with the present perfect Answer Key
and present perfect continuous in 1 We use for to express
affirmative and negative sentences. duration and since to state when
Explain that we use for to express an action started.
duration and since to state when an 2 How long has she been
action started. Read out the two working for him/in the same
example sentences. Give Ss time to company?
consider their answers to the questions Ex. 8, p.21 (SB)
and then elicit their answers. Answer Key
1 has been working
2 have been learning
To practise the present perfect 3 have you been doing
continuous 4 has been shopping
Explain the task and give Ss time to Ex. 9, p.21 (SB)
complete it. Check Ss’ answers. Answer Key
1 Have you seen, haven’t talked
2 are you tasting, smells
To practise the present 3 are you going, Do you need
simple/continuous and the perfect 4 look, have been working
simple/continuous 5 does Tony live, is staying
Explain the task and give Ss time to 6 have you been waiting, have
complete it. Check Ss’ answers. been
Ex. 10, p.21 (SB)
Answer Key
1 famous
To practise word formation 2 beautiful
(adjectives) 3 messy
Read out the theory box and then 4 impressive
explain the task. Give Ss time to
complete it and then check their
answers.
61
ENDING THE Ss make up sentences with grammar Workbook: 2b & Use of English
LESSON tenses taken at the lesson. 2
Values links

plan and why?
62

Skills 2c
Date: Teacher name:
Learning objectives(s) 8.3.7.1S7 – use appropriate subject-specific vocabulary and syntax to talk
that this lesson is about a range of general topics, and some curricular topics
contributing to 8.4.4.1R4 - read a growing range of extended fiction and non-fiction texts
on familiar and some unfamiliar general and curricular topics
8.6.2.1UE2 – use a growing variety of quantifiers for countable and
number/amount on a range of familiar general and curricular topics
8.4.2.1R2 – understand specific information and detail in texts on a
extended texts
8.1.3.1C3 – respect differing points of view
8.1.8.1 C8 – develop intercultural awareness through reading and
discussion
8.6.15.1UE15 – use infinitive forms after a limited number of verbs and
8.2.2.1L2 – understand with little or no support most specific information
in extended talk on a wide range of general and curricular topics
8.1.1.1C1 – use speaking and listening skills to solve problems creatively
and cooperatively in groups
8.3.5.1S5 – interact with peers to negotiate, agree and organise priorities
and plans for completing classroom tasks
Review clothing and shoes, listen and read for gist, read for specific
information
information, learn phrasal verb with look
information, learn phrasal verb with look, talk about British teens scenes,
write a blog entry about teenagers in Kazakhstan
Assessment criteria Learners have met the learning objective if they can: talk and write about
teenagers in Britain and Kazakhstan
activities & chores, clothing and shi=oes
links
Plan
63
BEGINNING THE To generate vocabulary for clothing Ex. 1 (a), p.22 (SB)
LESSON and shoes Suggested Answer Key
Ask Ss to copy the mind map into Accessories: hat, gloves, belt
their notebooks and read out the Footwear: shoes, trainers,
examples. Then give Ss a time limit slippers, high-heeled shoes
of one minute to write as many words Menswear: trousers, shirt, tie
as they can think of to complete it. Sports clothes: joggers, hoodie,
Check Ss’ answers on the board. leggings
Ladieswear: skirt, blouse, top
Ex. 1 (b), p.22 (SB)
7.3.7.1 S7 To talk about clothes Suggested Answer Key
Ask Ss to discuss their taste in clothes A: I prefer sports clothes. I
and what clothes they wear for usually wear sports clothes all
different uses in pairs following the the time.
example. Monitor the activity B: I like casual clothes. I
around the class and then ask some usually wear jeans at school and
pairs to tell the class. at home. I wear a tracksuit to
play sports.
PRESENTATION To introduce the topic and new Ex. 2(a), p.22 (SB)
AND PRACTICE vocabulary through pictures Answer Key
Direct Ss to the pictures and then A is wearing baggy jeans and a
explain /elicit the meanings of the hoodie and trainers.
8.4.4.1 R4 vocabulary for clothes. Elicit what B is wearing a T-shirt and a cap
8.6.2.1 UE2 each person in the pictures is wearing and glasses.
from Ss around the class. Ex. 2(b), p.22 (sb)
Answer Key
Skaters Music: punk, hip
hop, metal Clothes: casual
long-sleeved and short-sleeved
T-shirts, hoodies, baggy jeans,
8.4.2.1R2 To listen and read for gist trainers Free-time activities:
Ask Ss to think about what the teens skateboarding, playing computer
in the pictures may like and think games Techies Music: –
about the categories. Elicit Ss’ Clothes: jeans, T-shirts with
guesses. Play the recording. Ss read slogans Free-time activities:
the text and find out. computers, chatting online and
8.1.3.1 C3 in person
8.1.8.1 C8 Ex. 3, p.22 (SB)
Answer Key 1 T 2
S 3 T 4 S
8.6.15.1 UE15
Ex. 4, p.22 (SB)
Answer Key grab = take sth
To read for specific information quickly comfortably = easily
Ask Ss to read the texts again and whizz-kids = geniuses gadget
read the questions and choose the = device
8.2.2.1L2 correct teenagers for each one. Give Ex. 5, p.23 (SB)
Ss time to complete the task. Check
Ss’ answers around the class. Ex. 6(a), p.23 (SB)
8.1.1.1C1 Refer Ss to the Word List to look Answer Key 1 out
64
8.3.5.1S5 up the words in the Check these words 2 up 3 for 4 after
box. 5 into
Ex. 6(b), p.23 (SB)
To consolidate new vocabulary Ex. 7, p.23 (SB)

Refer Ss to the words in bold and Recording
give them time to match them to the Answer Key 1 D 2
words in the list. Check Ss’ answers. A 3 C 4 E
To personalise the topic Ex. 8, p.23 (SB)

Ask various Ss to explain which style VIDEO +QUESTIONS
is closest to theirs and why. Suggested Answer Key
(Ss’ own answers) Skaters Music: punk hip
To present and practise phrasal hop, metal Clothes: casual
verbs with look long-sleeved and short-sleeved
Read out the box and explain the task. T-shirts, hoodies, baggy jeans,
Give Ss time to complete the task. trainers Free-time activities:
Check Ss’ answers. skateboarding, playing computer
games
Techies Music: –
To develop creativity skills Clothes: jeans, T-shirts with
Explain the task and give Ss time to slogans Free-time activities:
draw the pictures. Ask various Ss to computers, chatting online and
present their drawings to the class. in person
(Ss’ own answers) Skaters like punk hip hop
and metal music. They wear
casual long-sleeved and short-
To listen for specific information sleeved T-shirts, hoodies, baggy
Explain the task and ask Ss to look at jeans and trainers. They like
the lists. Play the recording. Ss listen skateboarding and playing
and match the items in the lists. computer games. Techies
Check Ss’ answers. wear jeans and T-shirts with
slogans. They like computers
and chatting online and in
person.
To present the teen scenes Ex. 9, p.23 (SB)

Play the video for Ss and ask them to Suggested Answer Key
make notes under the headings in Ex. Teenagers in Kazakhstan
2b. Then ask various Ss to use their Clothes Teens in Kazakhstan
notes to present the skaters and the like wearing casual clothes like
techies to the class. jeans and trainers most of the
time, but do dress formally for a
special occasion. Most of them
wear a uniform every day for
school. Music Their taste
in music is the same as most
teenagers. Pop music, rock
music, hip hop and metal are all
popular with different groups of
teens. Free-time activities
65
To write a blog entry Popular free-time activities
Explain the task. Tell Ss to make notes include skateboarding and
on each point and then use their notes parkour for boys and handmade
to help them write their blog entry. crafts for girls. Many Kazakh
Allow time for Ss to complete the teens enjoy playing computer
task. games.
ENDING THE Ask various Ss around the class to Student’s Book: Language
LESSON read their blog entries aloud to the Review 2c
class. Workbook: 2c
Values links

plan and why?
66

Everyday English 2d
Date: Teacher name:
Learning objectives(s) 8.4.4.1R4 – read a growing range of extended fiction and non-fiction texts
that this lesson is on familiar and some unfamiliar general and curricular topics
contributing to 8.3.5.1S5 – interact with peers to negotiate, agree and organise priorities
Listen and read for gist, learn intonation in questions
Listen and read for gist, learn intonation in questions, role play a dialogue
Listen and read for gist, learn intonation in questions, role play a dialogue,
buy a present for a friend
Assessment criteria Learners have met the learning objective if they can: buy a present for
friend and role play this dialogue
activities & chores, clothing and shoes
Cross - curricular Daily life & shopping
links
Plan
BEGINNING THE To practise pronunciation of situational language Ex. 1(a), p.24
LESSON Play the recording. Ss listen and repeat chorally (SB)
8.4.4.1 R4 and/or individually. Pay attention to Ss’ Recording
pronunciation and intonation and correct as Ex. 1(b), p.24
necessary. (SB)
Recording
PRESENTATION To listen and read for gist Answer Key
AND PRACTICE Refer Ss to the sentences in Ex. 1 again and elicit Ss’ The dialogue is
guesses as to what the dialogue is about. Play the about someone
recording. Ss listen and read the text to find out. who wants to buy
Refer Ss to the Word List to look up the meanings of a dress as a
the words in the Check these words box. present for a
friend.Ex. 2, p.24
(SB)
8.3.5.1S5 To learn synonymous phrases
Read out the phrases. Refer Ss back to the dialogue Answer Key
and elicit the synonymous ones from various Ss Yes, of course.
around the class. = Yes, that’s no
problem. Do
67
you need help? =
How can I help
To act out a dialogue you? What
Ask Ss to work in pairs and take roles and read out dress size does
the dialogue. Monitor the activity around the class she wear? = Do
and ask some pairs to read out the dialogue in front you know what
of the class. size she is?
There you go. =
To practise role-playing Here you are.
Explain the situation. Remind Ss that they can use Are there any
the dialogue in Ex.1b as a model as well as any ideas left? = Is it still in
of their own to complete the task. Ss complete the stock?
task in pairs. To help Ss, draw the following diagram
on the board and elicit appropriate phrases Ss should Ex. 3, p.24 (SB)
use. Write them on the board. Ss can refer to the Recording
diagram while doing the task. Ex. 4, p. 24 (SB)
ENDING THE Act out own dialogues.
LESSON
Values links

plan and why?
68

Everyday English 2d
Date: Teacher name:
Learning objectives(s) 8.4.4.1R4 – read a growing range of extended fiction and non-fiction texts
that this lesson is on familiar and some unfamiliar general and curricular topics
contributing to 8.3.5.1S5 – interact with peers to negotiate, agree and organise priorities
Listen and read for gist, learn intonation in questions
Listen and read for gist, learn intonation in questions, role play a dialogue
Listen and read for gist, learn intonation in questions, role play a dialogue,
buy a present for a friend
Assessment criteria Learners have met the learning objective if they can: buy a present for
friend and role play this dialogue
links
Plan
BEGINNING THE To practise pronunciation of situational
LESSON language
8.4.4.1 R4 Play the recording. Ss listen and repeat
chorally and/or individually. Pay attention to
Ss’ pronunciation and intonation and correct
as necessary.
PRESENTATION To present the writing work Ex. 4, p. 24 (SB)
AND PRACTICE SA Module 2 Suggested Answer Key
Practice work A: Hello! How can I help
you? B: Hello. I’m
To act out a dialogue looking for the blue
Ask Ss to work in pairs and take roles and jumper in the window. Is it
read out the dialogue. Monitor the activity still in stock? A: Yes,
around the class and ask some pairs to read it is, but we’ve almost sold
out the dialogue in front of the class. out. Is it for you? B:
8.3.5.1S5 To practise role-playing No, it’s a present for my
Explain the situation. Remind Ss that they dad. A: OK. Do you
can use the dialogue in Ex.1b as a model as know what size he is?
well as any ideas of their own to complete B: He’s about the same
69
the task. Ss complete the task in pairs. To size as me. He’s a medium.
help Ss, draw the following diagram on the A: Let me take a quick
board and elicit appropriate phrases Ss look ... OK. You’re in luck.
should use. Write them on the board. Ss can This is the last size
refer to the diagram while doing the task. medium. B: I’ll take it.
Can I pay by debit card?
A: Yes, of course. That’s
£35, please. B: Here
you are. A: Please
To present/practise intonation in enter your PIN number.
questions Here’s your card and
Read out the theory box and model the receipt. B: Thank you
example with the correct intention. Play very much. Goodbye.
the recording with pauses for Ss to repeat A: Goodbye.
chorally and/or individually. Check Ss’ Ex. 5, p.24 (SB)
intonation. Recording
ENDING THE Act out own dialogues.
LESSON
Values links

plan and why?
70

Across Cultures 2e
Date: Teacher name:
Learning objectives(s) 8.1.3.1 C3 – respect differing points of view
that this lesson is 8.3.8.1S8 – - recount some extended stories and events on a range of
contributing to general and curricular topics
8.4.4.1R4 – read a growing range of extended fiction and non-fiction
texts on familiar and some unfamiliar general and curricular topics
8.2.7.1L7 – recognize typical features at word, sentence and text level of a
growing range of spoken genres
8.1.4.1C4 – and respond constructively to feedback from others
8.5.3.1W3 - write with moderate grammatical accuracy on a growing
Listen and read for gist, use the vocabulary
Listen and read for gist, read for coherence and cohesion
Listen and read for gist, read for coherence and cohesion, write article
about teenagers’weekend activities
Assessment criteria Learners have met the learning objective if they can: write article about
teenagers’wekkend activities
links
Plan
BEGINNING THE To introduce the topic Ex. 1, p.25 (SB)
LESSON Read out the title and then ask Ss to Suggested Answer Key A: I
8.1.3.1C3 discuss in pairs why they love love weekends because I have
8.3.8.1S8 weekends following the example. lots of free time to hang out with
Elicit answers from Ss around the my friends and family. B:
class. Me too. I usually meet my
friends at the mall
PRESENTATION To read for specific information Ex. 2(a), p.25 (SB) Suggested
AND PRACTICE Read out the question and then give Answer Key Jane likes to go
8.4.4.1R4 Ss time to read the text and find out shopping and play basketball in
the answer. the East Village at the weekend.
Nurlan likes to hang out with his
friends at the park. He goes on
71
the waterslides or he goes
8.2.7.1L7 To read for cohesion and coherence shopping at a mall.
Ask Ss to read the texts again and
think of suitable words to complete the Ex.2(b), p.25 (SB)
gaps. Ask Ss to use the Word List to Recording
look up the meanings of the words in Answer Key 1 where
the Check these words box. Play the 2 something 3 so
recording for Ss to listen and check 4 out 5 about 6 or
their answers. VIDEO + QUESTIONS
Play the video for Ss and elicit their
comments.
Ex. 3, p.25 (SB)
8.1.4.1C4 To consolidate information in a text Suggested Answer Key
Ask Ss to work in pairs and write 1 Where does Jane live? (New
down four questions based on the text. York) 2 What is her
Then exchange their questions with favourite coffee shop?
their partner and try to answer them. (alt.coffee) 3 What is
Monitor the activity around the class Nurlan’s brother called?
and then ask some pairs to tell the (Rustam) 4 Which shopping
class. mall does he sometimes go to?
(Dostyk Plaza)
8.5.3.1W3 To write a short article Ex. 4, p.25 (SB)

Explain the task and ask Ss to think Suggested Answer Key
about teens weekend activities in their Teens in Astana like to hang out
town/city. Ask various Ss to tell the with their friends at the
class. Then give Ss time to write a weekends. They go
short article and include pictures. Ask skateboarding at the local
various Ss to read their text to the skatepark or ice skating at the
class. Alternatively, assign the task as local ice rink. Some teens go
HW and check Ss' answers in the next shopping at Ajar Centre Mall
lesson. and hang out in Internet cafes.
ENDING THE If possible check the ss’writings. Student’s Book: Language
LESSON Review 2e
Workbook: Vocabulary Bank 2
Values links

plan and why?
72

Across the Curriculum 2f
Date: Teacher name:
Learning objectives(s) 8.4.3.1 – understand the detail of an argument on a range of familiar
that this lesson is general and curricular topics, including some extended texts
contributing to 8.4.6.1 – - recognise the attitude or opinion of the writer on a growing
range of unfamiliar general and curricular topics, including some
extended texts
8.1.3.1 – respect differing points of view
8.1.4.1 – evaluate and respond constructively to feedback from others
8.3.5.1 – interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
Listen and read for gist, read for specific information
Listen and read for gist, read for specific information and make a list of
spending
Listen and read for gist, read for specific information, make a list and
categorise your spending
Assessment criteria Learners have met the learning objective if they can: categorise their
spending
links
Plan
BEGINNING THE To introduce the topic; to personalise the Ex. 1, p.26 (SB)
LESSON topic; to listen and read for gist Recording
8.4.3.1R3 Initiate a class discussion about money and Suggested Answer Key
elicit how many Ss in the class have a I usually spend my money
budget/savings plan and how it helps them on social activities, like
manage their money Play the recording. going to the cinema or
Ss listen and follow the text in their books eating out with my friends.
and check if Ss’ answers match the I don’t have a budget, but
information in the text. I save some money every
week for emergencies and
long-term goals. I think a
budget can help you be
more conscious of not
wasting money.
73
AND PRACTICE Give Ss time to read the text again and Answer Key
8.4.6.1R6 answer the questions. Check Ss’ 1 You can set a budget
answers. by making a note of your
expenses and organising
them into categories. Next,
you should add up all your
earnings and decide how
much money you can
afford to spend on each
category and see if there is
anywhere you can cut
back. 2 It’s important
to set a budget because it
helps you make sure you
have money for unexpected
Refer Ss to the Word List to look up the expenses and long-term
meanings of the words in the Check these goals and it helps you keep
words box. Play the video for Ss and elicit track of your expenses.
their comments. 3 We should save money
so we can pay for
unexpected expenses like
concert tickets and so we
8.1.3.1C3 To make a list of your weekly can save up for expensive
8.1.4.1C4 expenditures things like holidays and
8.3.5.1S5 Explain the task and ask Ss to write the university fees.
headings into their notebooks and then write Suggested Answer Key
down everything they spend every week and 4 I agree with the
write the item and the amount under each author’s advice. I think it’s
heading. Ask Ss to talk in pairs about what important to be prepared
they spend and whether they think any of it and keep track of your
is a waste of money. Monitor the activity expenses.
around the class and then ask some pairs of VIDEO + QUESTIONS
Ss to tell the class. (Ss’ own answers) Ex. 3, p.26 (SB)
ENDING THE Ss present their answers. Student’s Book: Language
LESSON Review 2f
Workbook: 2d,e,f
Values links
Were the lesson objectives/learning most relevant questions from the box on the left about your
objectives realistic? lesson

plan and why?
74

Online shopping Writing 2g
Date: Teacher name:
Learning objectives(s) 8.4.6.1 – recognise the attitude or opinion of the writer on a growing
that this lesson is range of unfamiliar general and curricular topics, including some
contributing to extended texts
8.2.3.1 – understand with little or no support most of the detail of an
argument in extended talk on a wide range of general and curricular
topics
8.5.1.1 – plan, write, edit and proofread work at text level with little
support on a growing range of general and curricular topics
8.5.6.1 – link, independently, sentences into coherent paragraphs using a
curricular topics
8.5.9.1 – punctuate written work at text level on a range of familiar
general and curricular topics with growing accuracy
Listen and read for gist, read for specific information, write an essay
following the plan
Listen and read for gist, read for specific information, write a for-and-
against essay
Assessment criteria Learners have met the learning objective if they can: write a for-and-
against essay
links
Plan
BEGINNING THE To read for structure and specific information Ex. 1, p.27 (SB)
LESSON Go through the Study Skills box and explain the Answer Key
8.4.6.1R6 type, content and structure of the essay. Ask Ss arguments in favour:
to read the essay and identify the arguments the convenient (shop
writer makes and his justifications. Check Ss’ from home anytime
answers. esp in isolated
Refer to the Word List to look up the meanings of areas), wide variety
the words in the Check these words box of goods (high street
shops have online
stores) free delivery
75
(no heavy bags –
delivered to your
door) arguments
against: shoppers
worry (easy for
someone to steal
personal info)
shoppers can’t feel
or try on clothes
(items may be
different from what
you were expecting)
PRESENTATION To identify the topic sentences and suggest Ex. 2, p.27 (SB)
AND PRACTICE alternatives Answer Key
Elicit which sentences are the topic sentences Without a doubt,
from various Ss around the class. there are a number
Then elicit suitable alternatives from various Ss. of advantages to
shopping online.
Suggested Answer Key There are definitely On the other hand,
many advantages of online shopping. there are a number
However, there are many negative things about of disadvantages to
shopping online. shopping online
To substitute linkers for suitable alternatives Ex. 3, p.27 (SB)

Ask Ss to think of synonymous linking Suggested Answer
words/phrases for the ones in bold or refer Ss to Key Firstly – To
the Study Skills box and select suitable start with
alternatives. Check Ss’ answers around the class. Secondly – What is
more Finally – In
8.2.3.1L3 To listen for ideas and make notes addition On the
Play the recording. Ss listen and make notes and other hand –
list the arguments for and against with reasons. However To start
Check Ss’ answers. with – First To
sum up – In
To write a for-and-against essay conclusion
Tell Ss to use their answers to Ex.4, the plan and Although – However
the essay in Ex. 2 as a model to help them
complete the task. Remind them to include a Ex. 4, p.27 (SB)
variety of linkers. Give Ss time to write their Recording
essay and then check Ss’ answers. Alternatively, Suggested Answer
assign the task as HW and check Ss’ answers in Key For: teaches
the next lesson. them responsibility
with money (must
Suggested Answer These days, many people pay bill at end of
use credit cards when shopping. However, should every month), build
teenagers have them, too? Certainly, there are up good credit rating
advantages to teens having credit cards. First, it early in life (get a
can teach them responsibility with money. They loan easily later)
have to watch their spending and make sure they Against: not mature
can pay their bills every month. Secondly, they enough to keep
can build up a good credit rating early on. This spending under
way, they can easily get a loan later. However, control (buy now pay
76
there are also disadvantages to teenagers using later attitude will not
credit cards. Firstly, they may not be mature teach them to
enough to keep their spending under control. They manage money well),
may develop an attitude which won’t help them to paying by credit
learn to manage money well. In addition, paying card makes it easy
by credit card may make spending seem unreal. for spending to seem
They may run up big debts without realising it. unreal (run up debt)
To sum up, there are points for and against
teenagers having credit cards. Although they may Ex. 5, p.27 (SB)
learn responsibility by learning to pay their own
bills, they may also not be mature enough to keep
their spending under control. It may help them get
a good credit rating, but they may run up big
debts.
ENDING THE Ss present their writings. Student’s Book: Self-
LESSON check 2
Workbook: 2g
Values links

plan and why?
77
Date: Teacher name:
Learning objectives(s) 8.1.5.1C5 - use feedback to set personal learning objectives;

that this lesson is 8.2.1.1L1 - understand with little or no support the main points in
contributing to extended talk on a wide range of general and curricular topics;
8.5.2.1W2 - write with minimal support about real and imaginary past
events, activities and experiences on a range of familiar general topics
and some curricular topics;
8.6.11.1UE11- use some reported speech forms for statements, questions
and commands: say, ask, tell including reported requests on a range of
8.6.16.1UE16 - use a growing variety of conjunctions including since, as
8.3.6.1 – link comments with some flexibility to what others say at
8.4.6.1 – recognise the attitude or opinion of the writer on a growing
extended texts
Listen and read for gist, read for specific information, sing a song
Listen and read for gist, read for specific information, learn about values,
do a quiz
do a quiz, write a quiz
Assessment criteria Learners have met the learning objective if they can: do and write a quiz
and discuss the values
links
Plan
78
BEGINNING THE Summative assessment for Unit 2 “Daily
LESSON life & Shopping” (20 min)
8.1.5.1C5, 8.2.1.1L1
8.5.2.1W2,
8.6.11.1UE11
8.6.16.1UE16
1 To discuss shopping habits Suggested Answer Key I
PRESENTATION Ask Ss to talk in small groups about their go shopping every Saturday.
AND PRACTICE shopping habits, monitor the activity When I don’t have any
8.3.6.1 around the class and then ask some groups money, I go window-
to tell the class. shopping. When I have
money I usually buy clothes.
2 a) To learn about the value of being The last thing I bought was
a wise shopper a skirt. I often buy clothes,
Ask Ss to read the list of statements about books and CDs.
types of shoppers and tick the ones that Suggested Answer Key I
apply to them. Then ask Ss to suggest don’t buy things I can make
other reasons to buy/not to buy things. myself. I buy things in
(Ss' own answers) bulk to save money.
8.1.3.1 b) To discuss the value of being a wise Suggested Answer Key
8.1.4.1 shopper 2, 3, 5, 6, 7 describe a wise
Give Ss time to complete the task in pairs shopper I think it’s
in class and then ask some Ss to share their important to shop wisely
answers with the rest of the class. because you save money
and you don’t overconsume.
3 To test knowledge learnt in this When you overconsume you
module/ to do a quiz waste natural resources and
Explain the task. Allow Ss some time to create waste which is bad
read the statements and mark them as true for the planet.
or false. Tell Ss they can review the Answer Key 1 T
module and find the relevant information 3 T 5 F 7
to help them if necessary. Check Ss’ F 2 F 4 T
answers. 6 T 8 T
Suggested Answer Key 1
4 To consolidate vocabulary learnt in Aliya lives in a two-
the module/to write a quiz bedroomed house. (F) 2
Explain the task and allow Ss time to work Aliya doesn’t get pocket
in pairs and look through the module and money. (F) 3 Aliya
think of quiz questions. Tell Ss they worries about getting good
can use the quiz in the previous task as a grades. (T) 4 Techies
model. Offer an example (e.g. Aliya lives usually wear glasses. (T)
in Astana. [T]) 5 Techies like wearing
Ss can swap their quiz with another pair formal clothes. (F) 6
8.4.6.1 and do it and then report back to the class. The East Village is in New
York. (T) 7 It’s wise to
5 Song To listen and read for gist save 80% of your money.
Read out the list of words/phrases and (F) 8 Online shopping
explain/elicit the meanings. Elicit Ss’ is not as pleasurable as high
guesses as to what the song is about. street shopping. (T)
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Play the recording. Ss listen and read Suggested Answer Key
and check if their guesses were correct. The singer says family,
Suggested Answer Key The song is friends and health are more
about things that are better than money. important than money. I
agree because money
6 To discuss the main message of the cannot buy those things and
song without them you will not be
Ask Ss to think about the question in the happy.
rubric. Ask various Ss to discuss their Recording
thoughts and then share their answers with Video+Questions
the class.
ENDING THE Play the video and elicit Ss’ comments at
LESSON the end.
Values links

plan and why?
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Summative Assessment for Term 1
Edutainment 2
Date: Teacher name:
Learning objectives(s) 8.1.5.1C5 - use feedback to set personal learning objectives;

that this lesson is 8.2.1.1L1 - understand with little or no support the main points in
contributing to extended talk on a wide range of general and curricular topics;
8.5.2.1W2 - write with minimal support about real and imaginary past
events, activities and experiences on a range of familiar general topics
and some curricular topics;
8.6.11.1UE11- use some reported speech forms for statements, questions
and commands: say, ask, tell including reported requests on a range of
8.6.16.1UE16 - use a growing variety of conjunctions including since, as
8.4.6.1 – recognise the attitude or opinion of the writer on a growing
extended texts
Listen and read for gist, read for specific information, sing a song
do a quiz
do a quiz, write a quiz
Assessment criteria Learners have met the learning objective if they can: do and write a quiz
and discuss the values
links
Plan
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BEGINNING THE Summative assessment for Term 2
LESSON
8.1.5.1C5, 8.2.1.1L1
8.5.2.1W2,
8.6.11.1UE11
8.6.16.1UE16
PRESENTATION 1. To present the test
AND PRACTICE 2. Practice work To test knowledge learnt in this
8.3.6.1 term
ENDING THE Play the video and elicit Ss’ comments at the end.
LESSON
Values links

plan and why?
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Project work Green issue Green Roofs
Date: Teacher name:
Learning objectives(s) 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk
that this lesson is about a range of general topics, and some curricular topics
contributing to 8.4.2.1 - understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended
texts;
8.3.5.1- interact with peers to negotiate, agree and organise priorities and
8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk
8.2.5.1- recognize the opinion of the speaker(s) with little or no support in
8.5.6.1- link, independently, sentences into coherent paragraphs using a
curricular topics
8.3.5.1- interact with peers to negotiate, agree and organise priorities and
8.1.1.1- use speaking and listening skills to solve problems creatively and
use a range of language from the module to express views and pose a
use a wide range of language from the module to express views and pose
a range of relevant activity accurately
Plan
Planned timings Planned activities (replace the notes below Excel Teache
with your planned activities) Resources r
BEGINNING THE To discuss about title of the issue- Follow the
LESSON footprint.
8.3.7.1 Ask Ss to read the list of statements about it. (It
means examining our carbon footprint, which is
how our everyday activities affect the
environment.)
Main activities Step 1 Describe the picture. What is a green
roof? Discuss.
8.4.2.1 Answer key: A green roof is a roof of a building
that is partly or totally covered in vegetation:
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grass, flowers or any other kind of plant. Under
the soil in which the vegetation grows are
several layers which prevent water and roots
from damaging the original roof.
Step 2 How do you think green roofs help the
environment?
Suggested Answer Green roofs help the
environment because they reduce heating and
8.3.7.1 cooling needs of buildings. Also, they give
8.2.5.1 wildlife a natural habitat to live in.
Step 3 Read the text and mark the sentences
as T (true) or F (false).
1 Green roofs are a new idea.
2 A green roof always has flowers on it.
3 Green roofs make cities more attractive.
4 Green roofs are a kind of air-conditioner.
8.3.5.1 . 5 Sometimes animals and insects live on green
roofs. 6 Green roofs are cheap to make.
Answer Key: 3 1 F 2 F 3 T 4
T 5 T 6 F
Step 4 a) Match the words in bold (1-13) in

the text to their meanings (a-m).
a) 1 d 4 l 7 a 10 m 13 h
2 i 5 b 8 k 11 e 3 g
6 j 9 c 12 f
What does the term ‘concrete jungle’ (paragraph
3) refer to? Discuss.
8.3.5.1 Answer key: A city or area that has a lot of
modern buildings that is ugly or unpleasant.
Step 5 Say two things that impressed you

from the text. Give reasons.
Suggested Answer I was impressed with the
fact that green roofs can be built in the middle of
the city. I liked the idea that roof gardens can
save you money in heating costs, which means
they are better for the environment.
Step 6 In pairs, read the text again and

discuss the advantages of having a green roof.
sprout up partly several layer prevent (from)
benefit patch glorious insulation fairly construct
maintain pot
Suggested Answer Green roofs look very
nice and are a colourful change if you live in a
drab and grey city. If you have a green roof you
can save money on heating costs. Also, they
encourage insects and birds to set up home.
Step 7 Project: Use the Internet and/or other

available resources to find out more about ‘green
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roofs’. Write about: • what to plant • how to
maintain it • advantages • any disadvantages
(e.g. use of insecticides, maintenance cost, etc) •
any additional useful tips
a small area of land b stop c thick layer
that stops heat, sound, etc from getting in or out
d suddenly appear e build; make f preserve
g various h small container i to some extent
j advantage k very beautiful; impressive l
level; part quite (students’own answer)
Ending the lesson To personalise the task
8.3.7.1 Ss present their projects
8.5.6.1
Values links
prompt less able learners to ask a range of monitor question values links: benefits of
questions with different question starters production in group hobbies
and highlight areas of questions that need activity
word etc..

and why?
85
`Module 3 Entertainment& the Media

Entertainment & the Media
Vocabulary
Date: Teacher name:
Learning objectives(s) 8.6.15.1 – use infinitive forms after a limited number of verbs and
that this lesson is adjectives; use gerund forms after a limited variety of verbs and
contributing to prepositions; use some prepositional verbs and begin to use common
phrasal verbs on a growing range of familiar general and curricular topics;
8.3.7.1 – use appropriate subject-specific vocabulary and syntax to talk
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 entertainment
Assessment criteria Learners have met the learning objective if they can: talk about
entertainment
Value links Explore the themes of entertainment, water attraction, TV & the media
and festivals around the world
Cross – curricular Entertainment & the Media
links
Plan
Planned timings Planned activities (replace the notes below with your Excel
BEGINNING THE What’s in this module?
LESSON Read the title of the module Entertainment & the Media
and ask Ss to suggest what they think it means. Go
through the topic list and stimulate a discussion to prompt
Ss’ interest in the module.
Find the page numbers for
Explain/Elicit the meaning of any unknown words,
thenSs find the page numbers for the items listed. Ask
questions to check Ss’ understanding.
Answer Key a TV guide (p. 35) What programmes do
you like to watch? How much TV do watch every day?
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festivals (p. 37) What was the last festival you attended?
Do you like attending festivals? Why (not)? a newspaper
(pp. 33, 34) Do you read newspapers? How often? Where
do you usually learn about the news?
PRESENTATION Vocabulary
AND PRACTICE
1 To present forms of entertainment
Direct Ss to the pictures. Play the recording. Ss listen
and repeat chorally and/or individually.
8.6.15.1
2 To express an opinion
Ask Ss to discuss the questions in pairs. Monitor the
activity around the class and then ask various Ss to tell
the class.
Suggested Answer Key I like attending concerts
8.3.7.1 because I love music and the atmosphere at a concert is
fascinating.
3 To talk about a past experience
Read out the questions and the example. Ask Ss to
discuss the questions in pairs. Elicit suitable adjectives
from Ss around the class (e.g. nice, fun, exciting,
amazing, entertaining, etc). Then ask various Ss to tell
the class.

The last time I watched traditional dancing was last
summer. It was nice. The last time I went to a water
park was two summers ago. It was great fun. The last
time I took a guided tour of a museum was two years ago.
It was interesting. The last time I attended a concert
was last month. It was amazing. The last time I read a
classic novel was 3 years ago. It was interesting.
The last time I went to the theatre was two weeks ago. It
was entertaining.
ENDING THE Ss discuss in groups the activities they did the last time
LESSON
Values links
Reflection Use the space below to reflect on your lesson. Answer
Were the lesson objectives/learning the most relevant questions from the box on the left
objectives realistic? about your lesson
and why?
87
Module 3 Entertainment& the Media

Reading 3A
Date: Teacher name:
Learning 8.2.6.1 – deduce meaning from context with little or no support in extended
objectives(s) that talk on a growing range of general and curricular topics
this lesson is 8.4.2.1- understand specific information and detail in texts on a growing
texts
8.4.2.1 – understand specific information anddetailintextsona growing range
of familiar general and curricular topics, including some extended texts
8.4.2.1 – understand specific information and detail in texts on a growing
texts
8.6.3.1 – use a growing variety of compound adjectives and adjectives as
participles and some comparative structures including not as…as, much
…than to indicate degree on a range of familiar general and curricular
topics
8.6.14.1 – use some prepositions before nouns and adjectives; use
prepositions as, like to indicate manner; use dependent prepositions
following adjectives on a range of familiar general and curricular topics
8.3.3.1 – give an opinion at discourse level on a wide range of general and
curricular topics
8.6.5.1 –use questions which include a variety of different tense and modal
forms on a range of familiar general and curricular topics
8.6.7.1 –- use a variety of simple perfect forms to express recent, indefinite
and unfinished past on a range of familiar general and curricular topics
8.3.1.1 –use formal and informal registers in their talk on a growing range of
8.3.7.1 – use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
8.5.4.1 –use with some support style and register appropriate to a variety of
written genres on general and curricular topics
8.4.7.1 –recognisetypical features at word, sentenceandtextlevel
inarangeofwritten genres
Listen and read for gist, read for specific information, learn about
compound nouns and compound adjectives
compound nouns and compound adjectives, talk about water
attractions
compound nouns and compound adjectives, talk about water
attractions, recommend and write a blog entry
88
Assessment criteria Learners have met the learning objective if they can: talk about water
attractions and write a blog entry
Value links Explore the themes of entertainment, water attraction, TV & the media and
festivals around the world
links
Plan
BEGINNING THE 1 To introduce the topic and topic-related vocabulary Recording
LESSON Ask Ss to look at the pictures and then read out the Video
activities in the list. Ask various Ss to say which
activities they can do in each place. Play the recording.
Ss listen and read the text and check.
8.2.6.1
Answer Key
8.4.2.1 You can have a fun water experience in all the places.
You can take a dip in a pool and slide down a waterslide at
Almaty Aqua Park. You can relax in a mineral spring at
Chundzha. You can play on a sandy beach at Khan
Shatyr.
PRESENTATION 2 To read for specific information
AND PRACTICE Explain the task. Allow Ss time to read the questions
and then read the texts again and complete the task. Check
8.4.2.1
Ss’ answers.
Answer Key 1 You can find an indoor beach.
2 It comes from the Maldives. 3 They can swim in the
pool and go on the waterslides. 4 There are more than
140. 5 It is a five-hour drive.
Refer Ss to the Word List to look up the words in the
Check these words box. Play the video for Ss and elicit
their comments.
3 To consolidate new vocabulary
Allow Ss time to complete the collocations by referring to
the texts or using their dictionaries as necessary. Check
8.6.3.1 Ss’ answers around the class.
Answer Key 1 summer 3 tropical 5 mineral
2 entertainment 4 aqua 6 indoor
4 To learn about and identify compound nouns and
compound adjectives
Read the table aloud and explain compound nouns and
adjectives and elicit further examples from Ss around the
class. Give Ss time to find examples in the blog.
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8.6.14.1 Check Ss’ answers.
Answer Key
Compound nouns: entertainment centre, indoor beach,
aqua park
Compound adjectives: two-week holiday, five-hour drive
5 To present and practise prepositional phrases
Read through the list of prepositions and give Ss time to
complete the sentences using their dictionaries to check.
Check Ss’ answers.
Answer Key 1 on 3 for 5 on
2 on 4 about 6 for
6 To present new vocabulary
Read out the list of words give Ss time to complete the
8.3.3.1 sentences using their dictionaries if necessary. Check
Ss’ answers.
Answer Key 1 sandy 3 slide 5 sailing
2 dip 4 sunbathe
7 To talk about water attractions

Give Ss some time to consider their answers and then ask
various Ss to tell the class.
8.6.5.1
8.6.7.1 Khan Shatyr is special because it has an indoor beach with
sand from the Maldives. Almaty Aqua Park is special
8.3.1.1
because it is a fun water park with lots of waterslides for
8.3.7.1 adults and children. Chundzha is special because it has
over 140 mineral springs.
8 To practise recommending
Ask Ss to read the useful language box and have two Ss
model the example dialogue. Then have Ss take turns
and practise recommending the places in the blog in pairs.
Monitor the activity around the class and then ask some
pairs to practise recommending in front of the class using
the useful language.
A: Have you been to the indoor beach at Khan Shatyr?
8.5.4.1 B: Yes, I went there last summer. A: Did you like it?
B: It was great.
8.4.7.1
A: Have you been to Almaty Aqua Park?
B: Yes, I went there last summer. A: Did you like it?
B: Don’t miss it.
A: Have you been to Chundzha?
B: Yes, I went there last summer. A: Did you like it?
B: You should go.
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9 To write a blog entry
Ask Ss to copy the headings into their notebooks and then
make notes under them. Ask various Ss around the class
to use their notes to write a blog entry about a water
attraction.
Hello there! If you come to the north of Kazakhstan, I know
the perfect place to have fun in Karaganda. It’s the
AquaparkDelfin. I go there every weekend in the summer.
It’s clean and nice and you can have great fun there. You
can go on the waterslides and swim in the pools.
ENDING THE Ss discuss present their blogs. Student’s

LESSON Book:
Language
review 3a
Workbook: 3a
Values links
and why?
91

Use of English 3b
Date: Teacher name:
Learning objectives(s) 8.6.15.1 –use infinitive forms after a limited number of verbs and
8.5.3.1 –write with moderate grammatical accuracy on a growing range of
Learn about past simple and past continuous
Learn about past simple and past continuous, learn word formation
(-ing/-ed participles), learn comparatives
(-ing/-ed participles), learn comparatives, learn used to/would, talk
about types of media
Assessment criteria Learners have met the learning objective if they can: talk about types of
media, past events
links
Plan
BEGINNING THE To revise/present the past simple and the past
LESSON continuous and identify their uses
Present the past simple. Say then write on the board: I
watched TV yesterday. Underline watched and explain
that this verb is in the past simple. Point to a S and say:
You watched TV yesterday. Then write it on the board.
Point to a male S and say: He watched TV yesterday.
Then write it on the board. Present the other persons in
the same way. Elicit that the verb is the same in all
persons. Explain/Elicit the spelling rules. Write the
verbs work, love, play, study, travel and their past simple
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forms on the board: work – worked (most verbs take -ed
to form their past simple form), love – loved (verbs
ending in -e add -d), study – studied (verbs ending in
consonant + -y lose -y and take -ied), play – played
(verbs ending in a vowel + -y add -ed), travel – travelled
(verbs ending in a vowel + l, p, k, b, etc. double the
consonant and add -ed) • Say then write on the
board: I didn’t watch TV yesterday. and She didn’t watch
TV yesterday. Underline I didn’t in the first sentence and
She didn’t in the second sentence. Explain that we use
didn’t in all persons to form the negative of the past
simple. Point out that the verb is the same in all persons.
• Say then write on the board: Did I watch TV
yesterday? No, I didn’t. Explain that we use Did +
personal pronoun + base form of the main verb to form
questions in the past simple. Focus Ss’ attention on the
position of did (before the personal pronoun). Point out
that we answer in the short form with Yes,/No, + personal
pronoun + did/didn’t. • Present the past continuous.
Say then write on the board: I was watching TV
yesterday afternoon. Underline I was watching and
explain that this verb is in the past continuous. Explain
that we use the past simple of the verb to be and the main
verb + - ing to form the affirmative. Give examples for all
persons and explain that we use this tense to talk about
actions which were in progress at a specific time in the
past. • Say then write on the board: I wasn’t
watching TV on Saturday morning. Explain that this is
the negative form of the past continuous. Give examples
for all persons and elicit that we form the negative of the
past continuous with subject pronoun/noun + was/weren’t
+ main verb + - ing. • Say then write on the board:
Was I watching TV last night? Explain that this is the
interrogative form of the past continuous. Give examples
for all persons and elicit how it is formed. Tell Ss that we
answer in the short form with Yes, I was./No, I wasn’t.
Ask Ss to read the text and identify the tenses of the verbs
1-9 and then identify the verb forms used for the uses a-f.
Answer Key 1 past simple 6 past continuous
2 past continuous 7 past continuous
3 past simple 8 past continuous
4 past simple 9 past simple
5 past continuous
a past simple e past continuous
b past simple f past continuous/
c past continuous past simple
d past continuous
93
PRESENTATION 2 To practise the past simple/past continuous
AND PRACTICE Explain the task and give Ss time to complete it. Then
check Ss’ answers around the class.
Answer Key 1 were you 6 bought
8.6.15.1 2 was watching 7 went
3 did you see 8 Did you go
4 was waiting 9 Was driving
5 did Nurislam do 10 got
3 To practise the past simple/past continuous with
time adverbs
Explain the task and read out the example. Give
Sstime to complete the task in closed pairs. Monitor
the activity around the class.
I went to the theatre last month. My friend Gulnar
and I went on holiday in 2015. I was studying when
you called me. Sezim was reading a book while I was
listening to music. I stayed home last Saturday. I
went to the cinema with Temir two days ago.
ENDING THE 8 To practise making comparisons between films
LESSON
Ask various Ss around the class to compare two films
8.5.3.1 using the adjectives in the list and following the example.
Values links
the most relevant questions from the box on the left
Were the lesson objectives/learning about your lesson
and why?
94

Use of English 3b
Date: Teacher name:
Learning objectives(s) 8.6.15.1 – use infinitive forms after a limited number of verbs and
8.5.3.1 – write with moderate grammatical accuracy on a growing range
(-ing/-ed participles), learn comparatives
(-ing/-ed participles), learn comparatives, learn used to/would, talk
media, past events
links
Plan
Planned timings Planned activities (replace the notes below with Excel
your planned activities) Resources
BEGINNING THE To revise/present the past simple and the past

LESSO continuous and identify their uses
1 a)To present used to/would
Ask Ss to read the theory box and elicit in which
sentences we can write would instead of used to.
PRESENTATION Answer Key We can use ‘would’ instead of ‘used
AND PRACTICE to’ in sentences that talk about past habits and repeated
past actions.
b)To practise used to/would
Explain the task and give Ss time to complete it.
95
Check Ss’ answers around the class.
1 used to/would 2 used to 3 used to
4 used to/would 5 used to/would 6 used
to/would
2 To practise used to/would

Ask Ss to look at the pictures and the phrases and read
out the example. Then ask various Ss around the class
to talk about Salima’s past media activities.
Answer Key Salima used to surf the Internet,
watch TV and read magazines when she was twelve.
She didn’t use to listen to the radio or read
newspapers.
Then elicit Ss’ own past media activities.
I used to read magazines and watch TV when I was
twelve. I didn’t use to surf the Internet, listen to the
radio or read newspapers.
3 To practise word formation (-ing/-ed participles)

8.6.15.1
Ask Ss to read the theory box and then explain the
task. Give Ss time to complete the task and then
check their answers.
Answer Key 1 tiring 3 disappointing 5
excited
2 amazing 4 confused
4 To present and practise comparisons

Go through the theory box with students. Explain the
task and then give Sstime to complete the task.
Answer Key 1 more 4 much 7 much
2 less 5 as
3 as 6 than
ENDING THE 5 To practise making comparisons between films Workbook: 3b &

LESSON Use of English 3
Ask various Ss around the class to compare two films
8.5.3.1 using the adjectives in the list and following the
example.
Suggested Answer Key ‘Guardians of the Galaxy’
is funnier than ‘The Avengers’. ‘Inception’ is more
complicated than ‘Shutter Island’. ‘Pitch Perfect’ is
more entertaining than ‘High School Musical’.
96
Values links
and why?
97

Skills 3c
Date: Teacher name:
Learning objectives(s) 8.1.3.1 – respect differing points of view
that this lesson is 8.3.3.1 – give an opinion at discourse level on a wide range of general and
contributing to curricular topics
8.2.1.1 – understand with little or no support the main points in extended
talk on a wide range of general and curricular topics
8.2.6.1 – deduce meaning from context with little or no support in
8.4.5.1 –deduce meaning from context in short texts and some extended
texts on a growing range of familiar general and curricular topics
8.4.2.1 –understand specific information and detail in texts on a growing
texts
8.1.8.1 –develop intercultural awareness through reading and discussion
8.6.15.1 –use infinitive forms after a limited number of verbs and
8.2.2,1 –understand with little or no support most specific information in
8.3.1.1 –use formal and informal registers in their talk on a growing range
Listen and read for gist, read for specific information, learn
phrasal verbs with keep
phrasal verbs with keep, decide what to watch on TV
phrasal verbs with keep, decide what to watch on TV, create and
present a TV guide
Assessment criteria Learners have met the learning objective if they can: create and present a
TV guide
links
98
Plan
BEGINNING THE 1 To present TV programmes Recording
LESSON Ask Ss to look at the pictures. Play the recording. Ss
listen and repeat chorally and/or individually.
PRESENTATION 2 To identify items from TV/newspapers
AND PRACTICE
8.1.3.1 Ask Ss to read out the list of items from TV & the Media
and then ask Ss to talk in pairs about which of the items
8.3.3.1 you can see on TV and which you can read in the
newspaper as well as which of them they prefer. Monitor
8.3.6.1
the activity around the class and then ask some pairs to
8.3.7.1 report back to the class.
Answer Key TV – documentary, film, cartoon,
international news, reality show, political discussion,
weather, talent show Newspaper – international news,
political discussion, comic strip, weather, horoscope
Suggested Answer Key On TV, my favourite is a
8.2.1.1 talent show. In a newspaper, the horoscope is my
8.2.6.1 favourite.
8.4.5.1 3 To listen and read for specific information

Elicit what, if anything, Ss know about the BBC. Then
elicit questions from various Ss around the class and
write two of them on the board. Play the recording.
Ss listen and read the text and check if their questions are
answered.
Suggested Answer Key When was it founded? (1922)
What does it do? (It broadcasts on radio, TV and online
8.4.2.1 and produces a wide range of programmes including
dramas, sitcoms and educational documentaries.)
Refer Ss to the Word Listto look up the words in the
Check these words box.
4 To read for specific information

Ask Ss to read the statements 1-3. Give Ss time to read
the text and complete the task. Check Ss’ answers
around the class.
Answer Key 1 T 2 F At the time, many people
8.1.3.1 didn’t think that television would ever become popular!
3 F It also produces an exciting range of dramas,
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8.1.8.1 sitcoms and game shows as well as hundreds of
educational documentaries.
Read out the Did you Know? box and elicit Ss’
comments.
8.6.15.1 5 To consolidate information in a text
Give Ss time to consider their answers to the question and
then elicit answers from various Ss around the class.
I think the BBC is a symbol of national identity for the
8.2.2.1 British people because everyone knows what it is,
everyone watches it and it has produced so many popular
programmes that have been part of people’s lives for so
long.
6 To present and practise phrasal verbs with keep

8.3.1.1
Read out the box and explain the task. Give Sstime to
8.3.6.1 complete the task. Check Ss’ answers.
8.3.7.1 Answer Key 1 away 2 on 3 up with 4 off
7 To listen for specific information

Explain the task and ask Ss to read the lists. Play the
recording. Ss listen and match the people to the
programmes. Check Ss’ answers.
Answer Key
1 C 2 H 3 D 4 B 5 E
8 To decide on a TV programme to watch
(expressing likes/dislikes)
Explain the task and ask Ss to work in pairs and act out a
dialogue using the TV guide and the useful language in
the box. Monitor the activity around the class and
then ask some pairs to act out their dialogues in front of
the class.
A: There’s a documentary on tonight. Do you fancy
watching it? B: Not really. I’m not keen on
documentaries. Is there anything else on? A: There’s
a soap opera on Channel 2. B: I like soap operas.
What time is it on? A: 6:40. B: OK! Let’s watch
it.
ENDING THE 9 To create a TV guide Student’s

LESSON Book:
Explain the task. Tell Ss to work in small groups and Language
think of ideas and create a TV guide. Ask various Ss to Review 3c
100
present their TV guide to the class. Workbook: 3c
Channel 1 Channel 2 10:00 am – News 10:00 am –
Time’s Up (quiz show) 10:30 am – Sports Today (sports
programme) 10:30 am – Talk Time (chat show) 11:00 am
– Weather 11:00 am– Aladdin (film) 11.15 am – Business
Week (news) 1:00 pm – Top Cat (cartoon) 12:30 pm –
Life on the Steppe (documentary) 1:15 pm – Kazakh
Stars (talent show) 1.30 pm – Let’s Cook!
(cookeryprogramme) 1:45 pm – Survivor (reality show)
2:00 pm – News 2:15 pm – What now? (sitcom)
Values links
plan and why?
101

Everyday English 3d Expressing
Date: Teacher name:
Learning objectives(s) 8.2.1.1 – understand with little or no support most specific information in
contributing to 8.2.5.1 – recognize the opinion of the speaker(s) with little or no support
in extended talk on a wide range of general and curricular topics
8.2.6.1 – deduce meaning from context with little or no support in
8.1.9.1 – use imagination to express thoughts, ideas, experiences and
feelings
8.4.8.1 – - use familiar and some unfamiliar paper and digital reference
intonation when expressing feelings
intonation when expressing feelings, roleplay a dialogue
intonation when expressing feelings, roleplay a dialogue, make up
own dialogue
Assessment criteria Learners have met the learning objective if they can: express feelings with
the correct intonation in the dialogues
links
Plan
Plannedtimings Planned activities (replace the notes below with your Excel
BEGINNING THE 1 To practise pronunciation of situational language; Recording
LESSON to identify phrases which express/ask for opinions
Play the recording. Ss listen and repeat chorally and/or
individually. Pay attention to Ss’ pronunciation and
intonation and correct as necessary. Then elicit which
102
of the items ask for an opinion or express a
positive/negative opinion and ask Ss to mark them
accordingly. Check Ss’ answers.
Answer Key What was it like?- A It was
fantastic!- B The dancers were amazing!
-B Did you enjoy it?- A Not really.- C
It was nothing special. -C
PRESENTATION 2 To listen and read for specific information
AND PRACTICE
Read out the questions. Play the recording. Ss listen and
8.2.1.1 read the text to find out the answers.
8.2.5.1 Answer Key
Jane was at the ballet. Aidar watched a film with his
8.2.6.1
brother at home. Jane enjoyed the ballet. Aidar
didn’t enjoy the film.
3 To learn synonymous phrases

Read out the phrases. Refer Ss back to the dialogue and
class.
Answer Key
Of course! = Sure! What did you think of it? = What
8.1.9.1 was it like? Did you have a good time? = Did you
8.3.7.1 enjoy it? It wasn’t great. = It was nothing special.
4 To practise role-playing
Explain the situation and ask Ss to work in pairs and act
out a dialogue. Remind Ss that they can use the
dialogue in Ex. 2 as a model as well as any ideas of their
own to complete the task. Ss complete the task in pairs.
To help Ss, draw the following diagram on the board and
elicit appropriate phrases Ss should use. Write them on
the board. Ss can refer to the diagram while doing the
task.
Suggested Answer Key A: Hi, Mary. It’s Nuro. I
tried calling you on Saturday night, but you didn’t answer
your phone. B: Oh, hi Nuro! Yes, sorry! I was at the
theatre. A: Really? What was it like? B: It was
fantastic! The show was amazing! What did you do on
Saturday? A: Oh, I just stayed home with my brother
8.2.6.1
and we watched a DVD. B: Did you enjoy it? A:
8.4.8.1 Not really. It was nothing special. Listen, do you want to
go for a walk later? B: Sure!
5 a) To learn intonation when expressing feelings

and/or individually.
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b) To match adjectives to feelings
Read out the pairs of adjectives and explain/ elicit their
meanings or ask Ss to look them up in their dictionaries.
Play the recording and elicit which adjective best
describes each speaker’s feelings. Check Ss’ answers
Play the recording again with pauses for Ss to repeat
chorally and/or individually.
Answer Key 1 ➘ 2 ➚ 3 ➘ 4 ➚
1 a 2 a 3 b 4 a
ENDING THE Make up your dialogue.

LESSON
Values links
plan and why?
104

Across cultures 3e
Date: Teacher name:
Learning objectives(s) 8.1.8.1 –intercultural awareness through reading and discussion
that this lesson is 8.2.1.1 –understand with little or no support the main points in extended
contributing to talk on a wide range of general and curricular topics
8.2.6.1 –deduce meaning from context with little or no support in
8.4.1.1 –understand the main points in texts on a growing range of
unfamiliar general and curricular topics, including some extended texts
texts
8.3.1.1 – use formal and informal registers in their talk on a growing
range of general and curricular topics
8.1.10.1 – use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
8.5.6.1 – link, independently, sentences into coherent paragraphs using a
curricular topics
Listen and read for gist, read for specific information, present two
festivals
Listen and read for gist, read for specific information, present two
festivals, write about cultural festival
Assessment criteria Learners have met the learning objective if they can: present and write
about festivals
links
Plan
105
BEGINNING THE 1 To introduce the topic; to listen and read for specific Recording
LESSON information
Direct Ss’ attention to the pictures and elicit what festivals
8.1.8.1
they show and what, if anything, they know about them.
8.2.1.1 Play the recording. Ss listen and follow the text in their
books to find out.
8.2.6.1
Answer Key The festivals are Shakespeare’s Birthday
8.4.1.1 and the Festival of Nomadic Civilisation.

AND PRACTICE
Read the questions aloud one at a time and ask Ss to read the
8.4.2.1 texts again and answer them. Check Ss’ answers.
Answer Key
1 He was born in Stratford-upon-Avon.
2 He/She carries ‘the quill’.
3 The mayor puts flowers on Shakespeare’s grave.
4 It is held in Astana.
5 They can try food and traditional crafts and attend music
and dance performances.
6 It is the only festival in the world that celebrates
traditional nomadic culture.
Ask Ss to use the Word List to look up the meanings of the
words in the Check these words box. Play the video for Ss
8.3.1.1 and elicit their comments
8.4.1.1 3 To complete a table and present two festivals

Ask Ss to copy the table into their notebooks. Give Ss time
to read the texts again and then complete the table. Ask
various Ss to use the table to present the festivals to the
class.
Shakespeare’s Birthday is on 23rd April. It takes place
in Stratford-Upon-Avon. There is a parade which a teenager
leads and carries ‘the quill’. There are also people in
traditional costumes, marching bands and schoolchildren.
The mayor puts flowers on Shakespeare’s grave. Then there
are concerts, competitions and dancing.
The Festival of Nomadic Civilisation takes place in July in
8.1.10.1 Astana. There is a mini tent village of yurts with food and
traditional crafts as well as music and dance performances
8.5.6.1
4 To write a short text about a cultural festival
Explain the task and ask Ss to work in small groups and
106
collect information from the Internet about a cultural festival
in their country and make notes. Then ask Ss to use their
notes to write a short text. Ask various Ss to read their text
to the class. Alternatively, assign the task as HW and
check Ss' answers in the next lesson.
Suggested Answer Key The Navroz Festival takes place
on 22nd March in towns and cities across the country. There
are polo matches, folk dancing and music performances. It is
a celebration of the new year and people cook and eat lamb.
Time of year
Place Activities
Shakespeare’s Birthday
23rd April
Stratford- upon- Avon
Parade, teenager leads and carries ‘the quill’, people in
traditional costumes, marching bands, schoolchildren, mayor
puts flowers on grave, concerts, competitions, dancing
Festival of Nomadic Civilisation
July Astana Mini tent village of yurts, food, traditional
crafts, music and dance performances.
ENDING THE Speak about other famous festivals. Student’s

LESSON book:
Language
Review 3e
Workbook:
Vocabulary
Bank3
Values links
plan and why?
107

Date: Teacher name:
Learning objectives(s) 8.2.2.1 – understand with little or no support most specific information in
contributing to 8.4.6.1 – recognise the attitude or opinion of the writer on a growing
extended texts
texts
8.3.1.1 – use formal and informal registers in their talk on a growing
range of general and curricular topics
Listen and read for gist, read for specific information, read for
order
Listen and read for gist, read for specific information, read for
order, present a monologue
Assessment criteria Learners have met the learning objective if they can: present a
monologue
links
Plan
BEGINNING THE 1 To introduce the topic and listen and read for
LESSON specific information
Ask Ss to read the statements 1-4. Elicit Ss’ guesses as to
8.2.2.1
which one is incorrect. Play the recording. Ss listen and
8.4.6.1 read the text to check if their guesses were correct.
Answer Key 4 is incorrect
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PRESENTATION 2 To read for order
AND PRACTICE
Ask Ss to read statements 1-5. Give Ss time to read the
8.4.2.1 text again and complete the task. Check Ss’ answers
around the class.
Answer Key 3, 5, 1, 2, 4
Refer Ss to the Word List to look up the words in the
Check these words box. Play the video and elicit Ss’
comments.
3 To consolidate comprehension of a text

Give Ss time to read the text again and label the diagram
writing their answers in the notebook. Check Ss’
answers.
8.3.1.1 Answer Key
1 eardrum 2 stirrup 3 cochlea
8.3.6.1
4 To prepare a monologue; to consolidate
information from a text
Ask Ss to use the diagram to prepare a monologue.
Then ask various Ss to give their monologue to the class
about how we hear. Record the monologues.
Sound travels in waves and these are collected in the
outer ear. Then they go through the ear canal and hit the
eardrum which vibrates. This moves some little bones in
our ears called the hammer, the anvil and the stirrup
which bump against each other and move the sound along
into the cochlea. This is a curved tube that looks like a
snail shell. The sound waves move to the nerves here that
create signals to tell the brain what we can hear.
ENDING THE Ss present their monoluges.

LESSON
Differentiation – how do you plan to give Assessment – how are Cross-curricular links
more support? How do you plan to you planning to check Health and safety check
challenge the more able learners? learners’ learning? ICT links
Values links
and why?
109

Writing 3g
Date: Teacher name:
Learning objectives(s) 8.4.1.1 – understand the main points in texts on a growing range of
that this lesson is unfamiliar general and curricular topics, including some extended texts
contributing to 8.4.5.1 – deduce meaning from context in short texts and some extended
texts on a growing range of familiar general and curricular topics
8.6.15.1 – use infinitive forms after a limited number of verbs and
8.4.8.1 – use familiar and some unfamiliar paper and digital reference
8.5.1.1 – plan, write, edit and proofread work at text level with little
support on a growing range of general and curricular topics
Listen and read for gist, read for cohesion and coherence
Listen and read for gist, read for cohesion and coherence, write an
email reviewing a concert
Assessment criteria Learners have met the learning objective if they can: write an email
reviewing a concert
links
Plan
BEGINNING THE 1 To read for specific information

LESSON Ask Ss to read the email and then elicit answers to the
questions.
8.4.1.1
Answer Key
8.4.5.1 Nazira is writing it. Nazira and Rustam went to an Ed
Sheeran concert.
110
PRESENTATION 2 To read for cohesion and coherence
AND PRACTICE
Explain the task and ask Ss to read the email again. Give
8.6.15.1 Sstime to complete the task. Check Ss' answers.
Answer Key 1 amazing 4 boring
2 interesting 5 exhausted
3 excited
3 To identify adjectives in a model

Read the Study Skills box aloud and then elicit which
adjectives the writer uses for the nouns in the list. Check
Ss' answers.
Answer Key the crowd: enthusiastic the atmosphere:
electric the performance: brilliant the music: lively
8.4.8.1 the singer: great
4 To substitute adjectives
Ask Ss to read the paragraph and then to substitute the
adjectives 1-4 for suitable alternatives from the list. Check
Ss' answers.
8.5.1.1
Answer Key
1 excellent 2 talented 3 lively 4 catchy
5 To write an email
Explain the task and give Ss time to write their emails using
the plan to help them. Remind Ss to use the email in Ex. 1 as
a model and to use appropriate adjectives. Remind Ss to
check their piece of writing and edit it. Check Ss' answers.
Alternatively, assign the ask as HW and check Ss' answers in
the next lesson.
Suggested Answer Key Hi James! How are things?
Guess what! I went to a concert last weekend and it was
fantastic! It was in London. I went with my sister, Dana.
We both like Adele, so we were really excited to see her
perform. We arrived on time, but we had to wait patiently
while the support group played. They weren’t very good, but
Adele was well worth the wait! She sang a mix of old and
new songs and gave a brilliant performance. The crowd was
really enthusiastic and everyone was singing along. It was an
amazing atmosphere! After the concert, Dana and I bought
T-shirts to remember the event. It was a wonderful
evening – the music was fantastic and Adele was incredible.
Don’t miss the chance to see Adele if she is performing a
concert near you! Take care and write soon. Assel
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ENDING THE Sspresent their writings. Student’s
LESSON Book:
Self-
Check3
Workbook
´3g
Differentiation – how do you plan to give Assessment – how are you Cross-curricular
more support? How do you plan to planning to check learners’ links
challenge the more able learners? learning? Health and safety
check
and why?
112

Summative assessment for Unit 3
Edutainment 3
Date: Teacher name:
Learning objectives(s) 8.1.1.1 - use speaking and listening skills to solve problems creatively and
that this lesson is cooperatively in groups;
contributing to 8.5.5.1 - develop with support coherent arguments supported when
necessary by examples and reasons for a growing range of written genres
in familiar general and curricular topics;
8.5.7.1 - use with minimal support appropriate layout at text level for a
range of written genres on familiar general and curricular topics;
8.6.1.1 - use some abstract nouns and complex noun phrases on a range of
8.6.2.1 - use a growing variety of quantifiers for countable and
number/amount on a range of familiar general and curricular topics;
8.6.1.13 - use a growing variety of modal forms for different functions:
obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics;
8.6.17.1 - use if / unless/ if only in second conditional clauses and wish
[that] clauses [present reference]; use a growing variety of relative clauses
including why clauses on a range of familiar general and curricular topics
8.3.3.1 – give an opinion at discourse level on a wide range of general and
curricular topics
8.5.8.1 – spell most high-frequency vocabulary accurately for a range of
values
values, do a quiz
values, do a quiz, write a quiz
Assessment criteria Learners have met the learning objective if they can: discuss the values
links
113
Plan
BEGINNING THE Summative assessment for Unit 3 (20 min)

LESSON
8.1.1.1, 8.5.5.1, 8.5.7.1,
8.6.1.1, 8.6.2.1,
8.6.1.13,
8.6.17.1
PRESENTATION 1 To learn about the value of entertainment and

AND PRACTICE express opinion
8.3.3.1 Ask Ss to read the list of reasons entertainment is important
and ask Ss to use the list to tell the class Then elicit
8.3.7.1
further reasons from Ss around the class. (Ss' own answers)
2 Preparing a poster
Explain the task and ask Ss to research on the Internet and
gather information to prepare a poster. Give Ss time to
complete the task and then ask various Ss to show their
posters to the rest of the class.
13th February –World Radio Day
21st March –World Poetry Day & World Puppetry Day
27th March –World Theatre Day
23rd April –World Book Day
29th April –International Dance Day
30th April –International Jazz Day
18th May –International Museum Day
21st June –World Music Day
21st November –World Television Day
3 To prepare an advert
Ask Ss to work in small groups and decide how to
celebrate one of the days in Ex 2. Ask them to make notes
under the headings and then use their notes to write an
advert. Ask various groups to present their ideas to the
class.
Suggested Answer Key Day: World Book Day, 23rd
April Place: school library Time: 9 am – 3 pm
Decorations: posters of popular authors Events: fancy
dress competition (come as your favourite book character),
book fair, readings, special guests
114
World Book Day Come and celebrate World Book Day
on 23rd April in the school library from 9 am – 3 pm.
There will be a fancy dress competition so come as your
favourite book character. There will also be a book fair,
with readings from popular books by some special guests.
Don’t miss it!
4 To test knowledge learnt in this module/ to do a quiz

Explain the task. Allow Ss some time to read the
statements and mark them as true or false.
Tell Ss they can review the module and find the relevant
information to help them if necessary. • Check Ss’
answers.
Answer Key 1 F 3 T 5 F
2 T 4 F 6 F
5 To consolidate vocabulary learnt in the module/to
write a quiz
Explain the task and allow Ss time to work in pairs and
look through the module and think of quiz items. Tell Ss
8.5.8.1 they can use the quiz in the previous task as a model. Offer
an example (e.g. Khan Shatyr is a huge entertainment
centre. [T]) Ss can swap their quiz with another pair and
do it and then report back to the class.
1 There is an indoor beach is Astana. [T] 2
Chundzha has 240 mineral springs. [F] 3 The BBC
only broadcasts television. [F] 4 Queen Elizabeth II
had her coronation in 1953. [T] 5 The Festival of
Nomadic Civilisation is in Almaty. [F] 6
Shakespeare’s birthday is in July. [F]
6 Song To complete a song

Read out the list of words/phrases and explain/elicit the
meanings. Give Ss time to read the song and complete
the gaps using the words in the list Play the recording.
Ss listen and read and check if their answers were correct.
1 mind 5 right 9 defeat
2 free 6 bright 10 win
3 happy 7 day
4 world 8 troubles
ENDING THE 7 To discuss the main message of the song and

LESSON express an opinion
Ask Ss to think about the question in the rubric. Ask
various Ss to discuss their thoughts and then share their
115
answers and their opinions with the class.
Suggested Answer Key The singer feels happy and
carefree when he/she listens to music. I also feel happy
when I listen to music and it helps me escape my worries
for a while.
Play the video and elicit Ss’ comments at the end.
Values links
Were the lesson objectives/learning most relevant questions from the box on the left about
objectives realistic? your lesson
and why?
116

Project work Green issue Animals
Date: Teacher name:
Learning 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
objectives(s) that about a range of general topics, and some curricular topics
texts;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
curricular topics
Lessono bjectives All learners will be able to:
Previous learning Environmentvocabulary
Plan

Resources Notes
Beginning the lesson 1 Describe the picture. How does it make
you feel?
8.3.7.1 Suggested Answer The picture shows two
bears that are living in the wild in their natural
habitat. I feel very happy seeing animals
enjoying their freedom in this way. Bears are
magnificent animals and it worries me that they
are now an endangered species.
117
Main activities 2 Read the title of the text. The words in the
box appear in it. What can the text be about?
Read through and check.
8.4.2.1 Suggested Answer I think the text is about

abear/bears that are not properly looked after or are
being treated badly.
3. Read the text again and answer the questions.
1 The first seven years of Mitsos’ life were horrible.

2 In 1992, Mitsos was rescued and sent to the
ARCTUROS sanctuary a year later. 3
ARCTUROS is an organisation that looks after
8.3.7.1 orphaned or mistreated European brown bears. 4
8.2.5.1 The sanctuary has fixed Mitsos’ dental problems and
restored him to health. 5 The sanctuary protects
European brown bears. 6 You can help by adopting
one of the bears at the sanctuary and you can donate
money too.
4. Now match the words/phrases (1-8) to their

8.3.5.1 meanings (a-h) below.
1 e 2 h 3 a 4 f 5 b
6 c 7 d 8 g
5. What do these words refer to?
1 having his teeth knocked out 2 the staff at the

sanctuary 3 the young bears 4 the reader
8.3.5.1
6. What can you do to help animals like Mitsos? In
three minutes write a few sentences on the topic. Read
them to the class.
Suggested Answer
8.1.1.1 We can raise awareness of people about wild animals
being abused. We can donate or raise money for the
upkeep of sanctuaries such as ARCTUROS. We can
help to stop activities such as bear dancing.
Ending the lesson 7 Use the Internet and/or other available resources to
8.3.7.1 find a similar story. Then present it to the class
8.5.6.1
Values links
118
prompt less able learners to ask a monitor question production in values links: benefits of
range of questions with different group activity hobbies
question starters and highlight areas
of questions that need to be corrected
before proceeding to quiz
word etc..


and why?
119
MODULE 4 “Sport, Health and Exercise”

Date: Teacher name:
Learning 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about
objectives(s) that a range of general topics, and some curricular topics
this lesson is 8.2.1.1 - understand with little or no support the main points in extended talk
contributing to on a wide range of general and curricular topics
8.2.4.1 - understand with little or no support most of the implied meaning in
extended talk on a range of general and curricular topics;
8.4.2.1 - understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended texts;
8.4.3.1 - understand the detail of an argument on a growing range of familiar
8.6.8.1 - use a growing variety of future forms including present continuous
and present simple with future meaning on a range of familiar general and
curricular topics;
8.5.3.1 - write with moderate grammatical accuracy on a growing range of
use some target vocabulary successfully in response to prompts and identify
some specific information in reading task
use most target vocabulary successfully in response to prompts and identify
most specific information in reading task
use most target vocabulary accurately and flexibly in response to more
challenging prompts and identify all specific information in reading task
Previous learning entertainment
Plan
Resources Notes
Beginning the Read the title of the module Sport, Health
lesson and Exercise and ask Ss to suggest what they
think it means. Go through the What’s in this
module and stimulate a discussion to prompt
Ss’ interest in the module.
Main Activities To present physical activities broomstick •
8.3.7.1 Ask Ss to look at the pictures. Play the pitch • keeper
recording with pauses for Ss to repeat • hoop •
chorally and/or individually. To discuss score • guard
activities and express an opinion • athlete •
Ask Ss to discuss the questions in pairs. teamwork •
Monitor the activity around the class and then chest • serve
ask various Ss to tell the class. • net • set up
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To present and practise vocabulary for
hobbies and leisure activities
8.2.1.1 Explain the task. Allow Ss a minute to write
8.2.4.1 down as many different Sport, Health and
Exercise activities.
Ss compare answers with a partner. Ask
some Ss around the class to present answers,
and make a list on the board.
To predict the content of the text

8.2.4.1 To introduce the topic; to listen and read for
gist
Ask Ss to look at the picture. Elicit what if
anything Ss know about Quidditch and Harry
Potter. Play the recording. Ss listen and
read the text to find out. Elicit answers from
Ss around the class.
To read for specific information & main

ideas
Read out the Study Skills box and tell Ss that
this tip will help them to complete the task
successfully
Give Ss time to read the texts again and read
the sentences and then match them to the
sports.
Check Ss’ answers. Play the video for Ss
and elicit their comments. Refer Ss to the
Word List to look up the words in the Check
these words box.
To consolidate new vocabulary

Direct Ss to the words in bold in the texts and
then give them time to match them to the
synonymous words/phrases in the list.
Ending the lesson To express an opinion
Ask Ss to discuss the questions in pairs.
Monitor the activity around the class and then
ask various Ss to tell the class.
Values links
more and less challenging expansion plenary questions in checking values links: leading a
questions in vocabulary checking understanding of new words healthy life.
activities
more modelling and drilling of new monitoring of pronunciation
words in monitoring and supporting less of new words in pair and
able groups group tasks
121
Reflection Answer the most relevant questions from the box on the
left about your lesson.

and why?
122
Lesson plan

Date: Teacher name:
8.5.2.1 - write with minimal support about real and imaginary past events,
activities and experiences on a range of familiar general topics and some
curricular topics;
curricular topics;
use some target vocabulary successfully in response to prompts and identify
some specific information in reading task
use most target vocabulary successfully in response to prompts and identify
most specific information in reading task
use most target vocabulary accurately and flexibly in response to more
challenging prompts and identify all specific information in reading task
Plan
Resources Notes
Beginning the
lesson
Main Activities To revise the content of the text broomstick •
8.2.1.1 To introduce the topic; to listen and read for pitch • keeper
8.2.4.1 gist • hoop •
Ask Ss to look at the picture. Elicit what if score • guard
anything Ss know about Quidditch and Harry • athlete •
Potter. Play the recording. Ss listen and teamwork •
read the text to find out. Elicit answers from chest • serve
Ss around the class. • net • set up
123
To form compound noun
8.2.4.1 Explain the task and give Ss time to complete
it. Check Ss’ answers and then give Ss time
to make sentences using them and elicit
sentences from Ss around the class..
To present and practise verbs related to

sports
8.2.4.1 Read through the list of verbs and give Ss
time to complete the sentences using their
dictionaries to check.
Check Ss’ answers
To practise word formation for people

nouns Explain the task and read out the
example. Ask Ss to copy the table into their
notebooks and then complete it.
Ending the lesson To express an opinion
Values links
more and less challenging expansion plenary questions in checking values links: leading a
questions in vocabulary checking understanding of new words healthy life.
activities
more modelling and drilling of new monitoring of pronunciation
words in monitoring and supporting less of new words in pair and
able groups group tasks

and why?
124
Lesson plan

Date: Teacher name:
curricular topics;
curricular topics;
8.6.17.1 - use if / unless/ if only in second conditional clauses and wish [that]
clauses [present reference]; use a growing variety of relative clauses including
why clauses on a range of familiar general and curricular topics
produce some target language with correct pronunciation and communicate
some ideas successfully in article writing task
produce most target language with correct pronunciation, communicate a
range of ideas successfully in article writing task, showing some features of
organisation
range of ideas successfully in article writing task with good overall coherence
and cohesion
Plan
Resources Notes
Beginning the Ask learners to recall vocabulary form text in
lesson previous lesson
To practise vocabulary from the text
8.4.2.1 Explain the task. Allow Ss time to complete
the sentences.
Check answers.
125
Main Activities To present and practise places related to broomstick •
sports pitch • keeper
8.4.3.1 Read through the list of places and give Ss • hoop •
time to complete the sentences using their score • guard
dictionaries to check. Check Ss’ answers. • athlete •
To present sports teamwork •
8.3.5.1 Ask Ss to work in small groups and then give chest • serve
Ss time to write the headings in their • net • set up
notebooks and make notes under them about a
sport that people play in Ss’ country. Ask
various group to present the sports to the
class.
To write a short article

8.5.2.1 To invent a sport and present it to the class
Explain the task and have Ss make notes
under the headings. Ask various Ss to use
their notes to present their sport to the class.
Pair work
Ss work in closed pairs. Explain the task and
ask Ss to copy the headings in the rubric in
their notebook and make notes under the
headings.
Go around the class and offer assistance and
suggestions.
Give Ss time to complete the task and then
ask various Ss to read out their articles to the
class.
Alternatively, assign the task as HW and ask
Ss to read out their articles in the next lesson.
Ending the lesson Check Ss’ answers.
Values links
provide more guidance e.g. sentence monitor pronunciation in pair cross-curricular links:
starters for written task with weaker and plenary work languages [ features of
groups an article]
challenge more able learners by asking take in writing and highlight

them to expand on two points in their one or two areas for
writing improvement
126

and why?
127
Lesson plan

Date: Teacher name:
curricular topics;
curricular topics;
8.6.17.1 - use if / unless/ if only in second conditional clauses and wish [that]
clauses [present reference]; use a growing variety of relative clauses including
why clauses on a range of familiar general and curricular topics
produce some target language with correct pronunciation and communicate
some ideas successfully in article writing task
range of ideas successfully in article writing task, showing some features of
organisation
range of ideas successfully in article writing task with good overall coherence
and cohesion
Plan
Resources Notes
Beginning the Elicit from learners what they already know about
lesson the difference in usage between will and be going
8.4.2.1 to
128
Main Activities 4b To present will/be going to
8.4.3.1 Present the future simple (will). Say then write on the
board: I’m thirsty. I will drink some water. and Next
week he will buy a new laptop. Underline I will drink
and he will buy and explain that these verbs are in the
future simple. Explain that we use will + the base
form of the main verb to form the affirmative.
8.3.5.1 Explain that we use this tense to talk about on-
thespot decisions and predictions based on what we
think. Say then write on the board: Will you go
out tonight? No, it’s raining. I will not/won’t go out
tonight. Underline Will you go and I will not/won’t
go and explain that there are the interrogative and
negative forms of the future simple. Give examples
for all persons and explain that we form the negative
with will + not + the base form of the main verb and
the interrogative with will + personal pronoun + the
8.5.2.1 base form of the verb.
Present be going to. Say then write on the board: I

am going to buy a smartphone. Explain that we use
be going to + infinitive to talk about plans and future
intentions. Say then write on the board: Look out!
You’re going to fall! Explain that we also use be
going to for predictions based on what we can see.
To practise will/be going to

Ask Ss to read the decisions 1-6 and ask and answer
in pairs using will/be going to and following the
8.6.8.1 example. Monitor the activity around the class and
then ask some pairs to ask and answers in front of the
rest of the class.
To present the present continuous (future meaning)
Elicit when we use the present continuous with a
future meaning. (We use the present continuous for
fixed future arrangements.) Elicit examples from Ss
around the class. (I’m playing football after school.
I’m staying in tonight.) Explain the task and ask Ss
to match the sentences to what they express and then
check Ss' answers
Ending the lesson Check Ss’ answers.
Values links
provide more guidance e.g. sentence monitor pronunciation in pair cross-curricular links:
starters for written task with weaker and plenary work languages [ features of an
groups article]
129
challenge more able learners by asking take in writing and highlight
them to expand on two points in their one or two areas for
writing improvement

and why?
130
Lesson plan

Date: Teacher name:
Learning 8.4.2.1 - understand specific information and detail in texts on a growing
objectives(s) that range of familiar general and curricular topics, including some extended texts;
this lesson is 8.6.15.1 - use infinitive forms after a limited number of verbs and adjectives;
contributing to use gerund forms after a limited variety of verbs and prepositions; use some
prepositional verbs and begin to use common phrasal verbs on a growing
8.2.2.1 - understand with little or no support most specific information in
8.3.6.1 - link comments with some flexibility to what others say at sentence
and discourse level in pair, group and whole class exchanges;
8.5.1.1 - plan, write, edit and proofread work at text level with little support
on a range of general and curricular topics;
8.5.5.1 - develop with support coherent arguments supported when necessary
8.2.1.1 - understand with little or no support the main points in extended talk
on a wide range of general and curricular topics
8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of
8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about
8.6.1.10 - use present continuous forms for present and future meaning and
past continuous, including some passive forms, on a range of familiar general
identify some main points and some specific information in the text
successfully and utilise some language in the text to express a view
respond to most gist prompts accurately and identify most specific information
in the text successfully and utilise some language in the text to express views
respond to most gist prompts accurately and fluently and identify all specific
information in the text successfully and utilise a range of language in the text
to express views
Previous learning grammar conditionals
Plan
Resources Notes
Beginning the To stimulate interest in the topic
lesson To introduce the topic; to listen and read for
gist
Ask Ss to look at the picture. Elicit what if
anything Ss know about Quidditch and Harry
Potter. Play the recording. Ss listen and read
the text to find out. Elicit answers from Ss
around the class.
131
Main Activities To read for specific information benefit •
8.4.2.1 Read out the Study Skills box and tell Ss that change mood
this tip will help them to complete the task • spotty face •
successfully. Give Ss time to read the texts pressure •
again and read the sentences and then match temptation •
them to the sports. Check Ss’ answers. give up •
physical
Play the video for Ss and elicit their health • burn
8.4.2.1 comments. Refer Ss to the Word List to fat • build
look up the words in the Check these words muscle •
box. lower •
diabetes •
heart disease
• fight stress •
8.4.2.1 To read for specific information endorphins •
Explain the task. Allow Ss time to read the epinephrine •
questions and answer them referring to the boost •
text as necessary. Check Ss’ answers. concentration
level • brain
To consolidate new vocabulary cell
Direct Ss to the words in bold in the texts and
then give them time to match them to the
synonymous words/phrases in the list.
Ending the lesson To personalise the topic; To express an
opinion
Values links
monitor weak groups in reading checking of reading values links: respecting
activities and provide oral prompts to comprehension answers tradition
support understanding
challenge stronger learners to justify monitoring oral production in
answers through questioning when whole class feedback
eliciting views.
Were the lesson objectives/learning left about your lesson.
and why?
132
Lesson plan

Date: Teacher name:
this lesson is 8.6.15.1 - use infinitive forms after a limited number of verbs and adjectives;
contributing to use gerund forms after a limited variety of verbs and prepositions; use some
on a range of general and curricular topics;
on a wide range of general and curricular topics
use dictionary to locate some target meanings and uses, identify some target
information in listening activity and communicate some views comprehensibly
in speaking tasks
use dictionary to locate most target meanings and uses, identify most target
information in listening activity and communicate a range of views in
speaking tasks
use dictionary to locate all target meanings and uses, identify most target
information in listening activity and communicate a range of developed views
in speaking tasks
Previous learning consolidate new vocabulary
Plan
Resources Notes
Beginning the Elicit words from previous lesson from learners by
lesson placing jumbled letter words on board
133
Main Activities To predict the topic of the text; to read for specific
8.2.2.1 information
Read the title of the text aloud and direct Ss' attention
to the pictures. Elicit Ss' guesses as to what some of
the benefits of exercising may be. Give Ss time to
read the text and find out.
8.2.2.1 To read for cohesion and coherence; to

consolidate new vocabulary
Ask Ss to read the parts of sentences (1-7) and then
allow Ss time to read the text again and complete the
task. Check Ss' answers.
Give Ss time to look up the meanings of the words in

the Check these words box. Ask Ss to explain the
words in bold in the text.
8.4.6.1 To present and practise phrasal verbs with put

Read out the box and explain the task. Give Ss
time to use them to complete the sentences.
Check Ss' answers and read out the Study Skills box
and elicit sentences from Ss around the class
(optional).
To present and practise prepositional phrases

Explain the task and give Ss some time to complete
it then check Ss’ answers.
8.2.2.1 To listen for specific information

Explain the task and ask Ss to read the statements 1-7
and underline what they think are the key words that
will help them to complete the task.
Play the audio and give Ss time to complete the task
and then check their answers.
8.6.1.1 To consolidate information in a text; to express a

personal opinion
Ask Ss to talk in pairs about how the information in
the text can help them personally. Ask various Ss to
tell the class.
Ending the lesson To write an email giving advice
Explain the task and allow Ss time to complete the
task including all the points in the rubric. Ask
various Ss to read out their emails to the class.
Alternatively, assign the task as HW and ask Ss' to
share their answers in the next lesson. Portfolio
Values links
134
monitor pair speaking work and support use thumbs up and down Health and safety:
less able groups with modelling and checking technique for presenting their hobby
prompting listening comprehension [learners are asked to make
checking a health and safety
comment]
set more able learners a more structured monitoring of accuracy
challenge for the poster task e.g. list and fluency in poster
five benefits of your chosen hobby presentation task

and why?
135
MODULE 4 Sport, Health and Exercise

Date: Teacher name:
this lesson is 8.1.1.1 - use speaking and listening skills to solve problems creatively and
contributing to cooperatively in groups;
curricular topics;
8.1.7.1 - develop and sustain a consistent argument when speaking or writing
take part in some exchanges using some target language accurately and
intelligibly and identify some target information in listening task
take part in a range of exchanges using most target language accurately and
intelligibly and identify most target information in listening task
take part in a range of exchanges using most target language accurately and
with clear pronunciation and identify all target information in listening task
Previous learning Revision of the previous lesson
Plan
Resources Notes
Beginning the To present language related to making plans
lesson Explain the task. Play the recording.
Ss listen and repeat chorally and/or individually.
Check Ss’ intonation and pronunciation.

Allow Ss time to identify the stressed syllables.
Main Activities To practise pronunciation of situational language
8.4.2.1 Play the recording. Ss listen and repeat chorally
8.3.6.1 and/or individually. Pay attention to Ss’
pronunciation and intonation and correct as necessary
To listen and read for gist

Refer Ss to the sentences in Ex. 1 again and elicit Ss’
guesses as to what the dialogue is about. Play the
recording. Ss listen and read the text to find out.
136
8.4.2.1 To read for specific information
Give Ss time to read the dialogue again and then
elicit answers to the questions.
8.1.1.1
To learn synonymous phrases
Read out the phrases. Refer Ss back to the dialogue
and elicit the synonymous ones from various Ss
around the class.
To practise role-playing
Explain the situation. Remind Ss that they can use
the dialogue in Ex. 2 as a model, the ideas provided
8.3.5.1 as well as any ideas of their own to complete the
8.3.6.1 task. Ss complete the task in pairs. To help Ss,
8.2.2.1 draw the following diagram on the board and elicit
8.3.6.1 appropriate phrases Ss should use. Write them on
the board. Ss can refer to the diagram while doing the
task.
Ending the lesson To present/practise pronunciation of \ju…\, \u…\
Play the recording with pauses for Ss to repeat
chorally and/or individually. Check Ss’ intonation.
Values links
monitor less able groups in role play monitor accuracy and cross curricular links:
and production tasks and support with interaction appropriacy in languages [sounds of
further modelling and drilling role play tasks English/ sounds of L1]
challenge more able learners to give monitor pronunciation
more expansive answers in response to performance in final activity
role play prompts

and why?
137

Date: Teacher name:
Learning 8.4.2.1 - understand specific information and detail in texts on a growing range of
objectives(s) familiar general and curricular topics, including some extended texts;
that this 8.1.1.1 - use speaking and listening skills to solve problems creatively and
lesson is cooperatively in groups;
contributing 8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans
to for completing classroom tasks;
8.3.6.1 - link comments with some flexibility to what others say at sentence and
discourse level in pair, group and whole class exchanges;
8.2.2.1 - understand with little or no support most specific information in extended
talk on a wide range of general and curricular topics;
8.6.8.1 - use a growing variety of future forms including present continuous and
present simple with future meaning on a range of familiar general and curricular
topics;
Lesson All learners will be able to:
objectives identify some specific information and main ideas in text and use some language
from the text accurately to craft a short text on hobbies
identify most specific information and main ideas in text and use a range of
language from the text to craft a short coherent text on hobbies
identify all specific information and most main ideas in text and use a range of
language from the text to craft a short coherent text on hobbies in which some
ideas are developed,
Previous practise pronunciation of \ju…\, \u…\ Play the recording with pauses for Ss to
learning repeat chorally and/or individually. Check Ss’ intonation.
Plan
Planned Planned activities Excel Teacher
timings Resources Notes
Beginning the To predict content of a text
lesson Explain the task. Elicit how the words might relate to the
text.
Play the recording. Ss listen and read.
Main To introduce the topic and predict the content of a
Activities text
Ask Ss to look at the pictures and then ask Ss to discuss
8.4.2.1 the questions in pairs. Elicit answers from Ss around the
class.
To listen and read for specific information

Elicit what if anything Ss know about the athletes an then
elicit various questions from Ss around the class and write
two of them on the board. Play the recording. Ss listen
and read to see if they can answer the questions.
138
Ask Ss to copy the table into their notebooks and then
give them time to complete it with information from the
text. Ask various Ss to use their completed table to
present the athletes to the class.
Ask Ss to use the Word List to look up the meanings of
the words in the Check these words box. Play the video
for Ss and elicit their comments
8.8.1.1 To understand the purpose of the texts

Elicit the purpose of the texts from the options provided.
Ending the To write a short article
lesson Explain the task and ask Ss to think about a sporting
legend in their country and research online for
information about them and make notes under the
headings. Then give Ss time to write a short article.
Ask various Ss to read their text to the class.
Alternatively, assign the task as HW and check Ss'
answers in the next lesson.
Values links
provide support to less able learners in monitor sentence writing task values links: benefits of
writing task by providing more of a and note errors for delayed being active
guided writing template e.g. sentence feedback to whole class on
starters board
challenge more able learners to divide take-in learner writing to
their short text into two distinct assess
paragraphs

and why?
139

Date: Teacher name:
curricular topics;
identify some relevant information in the text and use some target language to
give advice about staying healthy and active
identify most relevant information in the text and use a range of target
language to give advice about staying healthy and active
identify most relevant information in the text, use it effectively in sentence
transfer task and use a range of target language to give advice about staying
healthy and active
Previous learning
Plan
Resources Notes
Beginning the To introduce the topic; to read for specific
lesson information
Read the rubric aloud. Give Ss time to read the text
and find out about which type of muscles we use for
the actions listed.
Main Activities To read for cohesion and coherence
Ask Ss to read the text again and for each gap (1-7)
8.4.2.1 choose from the options (1-4). Allow Ss time to
8.1.1.1 complete the task and then ask them to check their
8.8.1.1 answers with their partner.
To consolidate vocabulary and information in a

text
Allow Ss time to look up the meanings of the words
in bold in the text using their dictionaries as
necessary. Then ask Ss to ask and answer
140
comprehension questions about the information in
the text in pairs.
To give a presentation on muscles

Ask Ss to copy the headings into their notebooks.
Play the recording and ask Ss to listen and read the
text and make notes under the headings. Then ask
individual Ss to come up in front of the class and
give a short presentation on muscles using their
notes.
To introduce the topic and read for specific

information Read out the title of the essay. Ask Ss
to think of two reasons for and two against exercising
in groups. Give Ss time to read the essay and then
check if their reasons are mentioned.
Check Ss’ answers
To read for structure
Ask Ss to read the essay and identify the paragraphs
that contain the items mentioned. Check Ss’
answers.
Ending the lesson Check Ss’ answers
give more support? How do you plan to planning to check learners’ Health and safety
challenge the more able learners? learning? check
ICT links
Values links
monitor, guide and support less able monitor sentence production in values link: healthy
learners to produce correct sentences in information transfer and minds and bodies
pair/group advice sentence task sentence writing task – feedback
on errors to whole class
set an extension challenge in final take in learners’ final task
writing task for more able learners e.g. writing to assess
organise advice under two separate
headings.

and why?
141

Date: Teacher name:
curricular topics;
organise and link some ideas accurately and produce some appropriate
features of an email
organise and link some ideas accurately and produce a range of appropriate
features of an email
organise and link most ideas accurately with good use of cohesive ties and
produce a range of appropriate features of an email
Previous learning
Plan
Resources Notes
Beginning the To substitute linking words/phrases for suitable
lesson alternatives Ask Ss to read the Study Skills box.
Main Activities Direct Ss to the underlined linking words/phrases
in the text and give Ss time to complete the task.
Then elicit answers from various Ss.
8.1.3.1 Elicit answers from some Ss.
8.1.7.1
8.3.5.1 To match arguments and justifications/ examples
and identify pros/cons
Ask Ss to read the table and then give them time to
match the arguments with the justifications/
examples. Check Ss’ answers and then elicit which
ones are pros/cons.
To write a short for-and-against essay

Tell Ss to use their answers to Ex. 4, the plan and the
essay in Ex. 2 as a model to help them complete the
142
task. Remind them to include a variety of linkers.
Give Ss time to write their essay and then check Ss’
answers. Alternatively, assign the task as HW and
check Ss’ answers in the next lesson.
Check Ss’ answers. Ask some Ss to read their a for-
and-against essay in the class
To learn about the value of fitness and personalise

the topic
Ask Ss to read the list of statements about fitness and
tick the ones that apply to them
To discuss the value of fitness Ask Ss to discuss the

question in pairs and then ask some Ss to share their
answers with the rest of the class.
To design and present a Sports Day schedule
Divide the class into small groups and explain the

task. Give Ss time to think about the points in the
list and design a schedule for a Sports Day.
Ending the lesson Ask various groups of Ss to present their Sports Day
to the class.
Values links
provide support for final writing task monitor ‘linkers’ activity as ICT links: features of
by providing less able learners with learners complete in groups. Note email correspondence
sentence starters common problems for feedback to
whole groups
set an extension challenge in final take in extended email writing for
writing task for more able learners assessment
e.g. refer twice to a previous email
you received from a friend.
Reflection Answer the most relevant questions from the box on the left
about your lesson.

plan and why?
143

Date: Teacher name:
objectives(s) that range of familiar general and curricular topics, including some extended
this lesson is texts;
contributing to 8.1.1.1 – use speaking and listening skills to solve problems creatively and
curricular topics;
use some language from the module to express views and pose some relevant
questions accurately
of relevant questions accurately
range of relevant questions accurately
Previous learning
Plan
Resources Notes
Beginning the To test knowledge learnt in this module/ to do a
lesson quiz Explain the task. Allow Ss some time to
read the statements and mark them as true or
false. Tell Ss they can review the module
and find the relevant information to help them
if necessary. Check Ss’ answers.
Main Activities Check the Ss knowledge of the module 4 .
SA4 To test knowledge learnt in this module6
Explain the task. Allow Ss some time to do the
work.
8.1.3.1
To consolidate vocabulary learnt in the
8.1.7.1 module/to write a quiz
8.3.5.1 Explain the task and allow Ss time to work in
pairs and look through the module and think of
quiz questions. Tell Ss they can use the quiz
in the previous task as a model. Offer an
144
example (e.g. Quidditch comes from the Harry
Potter books. [T]) Ss can swap their quiz
with another pair and do it and then report back
to the class
Ending the lesson To predict the content of a song
Ask Ss to look at the pictures and read out the
title of the song. Elicit Ss’ guesses as to what
the song is about. Play the recording. Ss
listen and read and check if their guesses were
correct.
To personalise the task

To discuss your lifestyle
Ask Ss to think about the question in the rubric.
Ask various Ss to discuss their thoughts and
then share their answers with the class.
Values links
prompt less able learners to ask a range monitor question production values links: benefits of
of questions with different question in group activity hobbies
starters and highlight areas of questions
that need to be corrected before
proceeding to quiz
word etc..

and why?
145
MODULE 5 “Reading for pleasure”

Date: Teacher name:
Learning 8.2.1.1 - understand with little or no support the main points in extended talk on a
objectives(s) wide range of general and curricular topics;
that this lesson 8.5.3.1 - write with moderate grammatical accuracy on a growing range of
is contributing familiar general and curricular topics;
to 8.4.2.1 - understand specific information and detail in texts on a growing range of
familiar general and curricular topics, including some extended texts;
8.4.3.1 - understand the detail of an argument on a range of familiar general and
curricular topics, including some extended texts;
8.1.8.1 - develop intercultural awareness through reading and discussion
8.2.8.1 understand extended narratives on a range of general and curricular
topics
8.4.7.1 - recognise typical features at word, sentence and text level in a range of
written genres;
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
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 general adjectives used to describe non-fictional characters

learning
Plan
Beginning the What’s in this module? Read the title of the module
lesson Reading for pleasure and ask Ss to suggest what they
think it means. Go through the topic list and stimulate a
discussion to prompt Ss’ interest in the module. To
introduce the topic
Main Activities To introduce the topic; to read for gist
Ask Ss to look at the picture of Jules Verne and elicit
what, if anything, Ss know about him. Then ask Ss to
8.2.1.1 read the biography to find out.
8.5.3.1
8.4.2.1 To identify what pictures show
8.4.3.1 Ask Ss to look at the pictures A-E and read through the
8.1.8.1 descriptions 1-5. Give Ss time to match them and
8.4.7.1 check their answers.
To listen for order of events

Play the recording. Ss listen and order the pictures.
146
To listen and read for gist and specific information

Elicit what, if anything, Ss know about the lost city of
Atlantis. Then play the recording. Ss listen and follow
the text in their books and answer the question. Check
Ss’ answers.
To read for specification

Ask Ss to read the stems of the sentences
(1-4). Give Ss time to read the extract and complete the
task. Check Ss’ answers around the class.
To read for specific information

Explain the task. Allow Ss time to read the questions
and then read the text again and complete the task.
To develop critical thinking skills

Explain the task and the adjectives.
Ask Ss to work in pairs and answer the questions
from Watson’s point of view.
Monitor the activity around the class.
Ask some pairs to present their answers to the class.
Ending the To consolidate vocabulary from the text
lesson Explain the task.
Allow Ss time to fill in the gaps with the correct verbs.
Values links
prompt less able learners to engage in check pronunciation of new cross curricular links:
whole class checking and plenary words and reinforce with languages [world
activity with supportive questioning drilling where necessary literature]
challenge more able learners to come up
with a strategy for effectively recording
different types of vocabulary presented
in this lesson
and why?
147
Lesson plan

Date: Teacher name:
Learning 8.2.1.1 - understand with little or no support the main points in extended talk
objectives(s) that on a wide range of general and curricular topics;
this lesson is 8.5.3.1 - write with moderate grammatical accuracy on a growing range of
8.4.3.1 - understand the detail of an argument on a range of familiar general
and curricular topics, including some extended texts;
topics
8.4.7.1 - recognise typical features at word, sentence and text level in a range
of written genres;
8.4.5.1 - deduce meaning from context in short texts and some extended texts
on a growing range of familiar general and curricular topics;
8.3.3.1 - give an opinion at discourse level on a wide range of general and
curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and discourse level to
unexpected comments on a range of general and curricular topics;
8.4.8.1 use familiar and some unfamiliar paper and digital reference
unfamiliar general and curricular topics, including some extended texts;
8.1.7.1 - develop and sustain a consistent argument when speaking or writing;
8.3.2.1 - ask more complex questions to get information about a growing
range of general topics and some curricular topics;
use some target language correctly in response to speaking and writing task
prompts
use a range of target language correctly in response to speaking and writing
task prompts
use a range of target language correctly in response to a wider range of
speaking and writing task prompts
Previous learning adverbs for talking about sequence of events vocabulary for character
motivations from previous lesson
Plan
148
Beginning the To consolidate new vocabulary
lesson Allow Ss time to look up the meanings of the words in
the list in their dictionaries. Elicit definitions from
Ss around the class. Then give Ss time to use them
to complete the sentences. Check Ss’ answers.
Main Activities To identify a narrative type
Read out the Study Skills box and explain the difference
8.4.2.1 between a first-person narrative and a third-person
8.4.3.1 narrative. Elicit what type of narrative the text is and
8.2.1.1 who narrates it.
8.1.8.1
8.4.7.1 To predict what happens next in a story, to give an
8.6.6.1 opinion
8.4.8.1 Ask Ss to discuss the questions in small groups.
8.6.8.1 Monitor the activity around the class and then elicit
8.4.5.1 answers from various groups.
To research a story Ask Ss to research the story

online. Play the video for Ss and elicit their comments.
Elicit who guessed correctly.
To research Atlantis and write a short article

Explain the task and give Ss time to research online and
find information about Atlantis. Tell Ss to make notes
under the headings. Then give Ss time to use their
notes to write a short article in the voice of a journalist.
Check Ss’ answers. Alternatively, assign the task as
HW and check Ss’ answers in the next lesson.
Ending the Ss present their answers to the class.
lesson
Values links
prompt less able learners to engage in monitor for spoken accuracy cross curricular links:
whole class checking and plenary in plot prediction task and use languages [world
activity with supportive questioning a range of oral correction literature]
provide sentence starters for final techniques
writing task
challenge more able learners to take in extended writing to
structure final writing to include key assess
words
and why?
149
Lesson plan

Date: Teacher name:
this lesson is 8.5.3.1 - write with moderate grammatical accuracy on a growing range of
8.4.3.1 - understand the detail of an argument on a range of familiar general
topics
of written genres;
curricular topics;
8.1.7.1 - develop and sustain a consistent argument when speaking or writing;
identify some specific information and key ideas from the text and use some
target vocabulary to recount some main points from the story
identify most specific information and some key ideas from the text and use a
range of target vocabulary to recount some main points from the story
identify most specific information and key ideas from the text and use a range
of target vocabulary to recount the main points and some detailed ideas from
the story
Previous learning character and plot vocabulary from previous section
Plan
150
Beginning the To introduce the topic Elicit what animal is in the
lesson picture and elicit other sea mammals from around the
class.
Suggested
Main Activities To introduce the topic
Elicit answers to the questions from Ss around the class.
8.4.2.1
8.4.3.1 To read for gist
8.2.1.1 Ask Ss to read the biography and elicit an answer to the
8.1.8.1 question.
8.4.7.1
8.6.6.1 To listen and read for gist
8.4.8.1 Read out the question. Play the recording. Ss listen and
8.6.8.1 read the text to find out the answer.
8.4.5.1
To read for specific information
Give Ss time to read the text again and read the
sentences and then mark them as true or false. Check
Ss’ answers..

Direct Ss to the words in bold in the texts and then give
them time to match them to the definitions in the list.
To practise new vocabulary

Explain the task. Allow Ss some time to fill in the
gaps. Check Ss’ answers.
Ending the To express an opinion
lesson Ask Ss to discuss the questions in pairs. Monitor the
activity around the class and then ask various Ss to tell
the class.
Values links
provide support for less able learners in use thumbs up and down cross-curricular links:
recounting task in the form of a plot line technique and follow-up languages [world
template questioning to check learner literature]
comprehension
challenge more able learners to explain monitor learner language for
connections between different elements accuracy in opinion feedback
in the story when recounting task and ask other learners to
peer correct errors
151

and why?
152
Lesson plan

Date: Teacher name:
Learning 8.2.2.1 - understand with little or no support most specific information in
objectives(s) that extended talk on a wide range of general and curricular topics;
this lesson is 8.2.8.1 understand extended narratives on a range of general and curricular
8.4.1.1 - understand the main points in texts on a growing range of unfamiliar
general and curricular topics, including some extended texts;
8.4.4.1 read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
8.1.7.1 develop and sustain a consistent argument when speaking or writing
curricular topics;
of written genres;
8.3.8.1 - recount some extended stories and events on a range of general and
curricular topics
of written genres;
use some target language to express some ideas about the development of the
story and link some description and events coherently in their writing
use a range of target language to express some ideas about the development of
the story and use a range of language to link description and events coherently
in their writing
use a range of target language to express both general and detailed ideas about
the development of the story and use a range of language to link description,
events and comment coherently in their writingthe story
Previous learning narrative sequencing words vocabulary for talking about plot and character
Plan
Beginning To predict the outcome of a story
the lesson Divide Ss into small groups and ask them to predict what
will happen in the story.
153
Main To present and practise phrasal verbs with go
Activities Read out the box and explain the task. Give Ss time to
use them to complete the sentences. Check Ss' answers.
8.4.2.1 Presenting some, any, no, every & compounds

8.4.6.1 Explain that for people we use someone/somebody
8.1.3.1 (affirmative statements), no one/nobody (negative
8.1.7.1 statements) and anyone/anybody (questions). For
8.3.3.1 things/places we use something/somewhere (affirmative
8.6.14.1 statements), nothing/nowhere (negative) and
8.6.9.1 anything/anywhere (questions). We use everyone/
8.6.8.1 everybody/ everything/ everywhere in all types of sentences.
8.2.2.1 Explain that we use someone/ somebody/ something/
8.3.2.1 somewhere in positive statements. We use anyone/ anybody/
8.3.4.1 anything/anywhere in questions and negations and no one/
nobody/nothing /nowhere in positive statements with a
negative meaning.
Ask Ss to read the theory box and then read the sentences
and choose the correct items. Check Ss’ answers.
To listen for key points and make notes

Play the recording. Ss listen and make notes of the key
points. Ask Ss to use their note to write a short summary.
Ask various Ss around the class to read their summary aloud.
To draw a picture
Explain the task and give Ss time to complete it. Display
the pictures on the classroom walls.
Ending the To imagine a character
lesson Explain the task and ask Ss to work in small groups. Ask
Ss to discuss the questions and then ask various groups to
present their modern Ishmael to the class.
Values links
provide support for less able learners in oral speculation of story cross-curricular links:
through sentence starters in their written outcome monitor use of languages [world
task linkers for delayed feedback literature]
to whole class on board
encourage more able learners to include take in pieces of extended
description and comment in their writing
speculative narrative as well as details
of place and events.
and why?
154
Lesson plan

Date: Teacher name:
Learning 8.2.2.1 - understand with little or no support most specific information in extended
objectives(s) talk on a wide range of general and curricular topics;
that this 8.2.8.1 understand extended narratives on a range of general and curricular topics
lesson is 8.4.1.1 - understand the main points in texts on a growing range of unfamiliar
contributing general and curricular topics, including some extended texts;
8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar
and some unfamiliar general and curricular topics
curricular topics;
8.4.5.1 - deduce meaning from context in short texts and some extended texts on a
growing range of familiar general and curricular topics;
written genres;
curricular topics
written genres;
objectives identify some specific information and thematic connections in text and use some
target vocabulary in identifying synonyms
identify most specific information and some thematic connections in text and use a
range of target vocabulary in identifying synonyms
identify all specific information and explain a range of thematic connections in
text and use a range of target vocabulary in identifying synonyms
Previous vocabulary related to explaining plot character and theme in literature from
learning previous sections
Plan
Beginning the 5C To introduce the topic
lesson Ask Ss to look at the pictures. Elicit what, if anything,
they know about Kyz-Zhibek and the story. Ask Ss to
discuss what they know in pairs and then ask some Ss to
tell the class. Ask Ss to read the information box to find
out more.
155
Main To listen and read for specific information
Activities Read out the names. Elicit Ss’ guesses as to how they
relate to Kyz-Zhibek. Play the recording. Ss listen and
read the text and find out.
8.4.2.1
8.1.3.1 Ask Ss to read the questions (1-4) and answer choices A-
8.1.7.1 C. Give Ss time to read the text and complete the task.
8.3.3.1 Check Ss’ answers around the class. To understand
8.6.14.1 themes in a story; to develop critical thinking skills
8.6.9.1
8.6.8.1 To complete a graphic organiser; to identify adjectives
8.2.2.1 Ask Ss to copy the graphic organiser into their notebooks.
8.3.2.1 Then give them time to complete it with the adjectives the
8.3.4.1 writer uses in the text. Check Ss’ answers on the board.
To express an opinion and expand the topic

Ask Ss to consider the questions and then elicit answers
from Ss around the class.
To order events
Ask Ss to read the events and put them in the correct
order referring back to the text as necessary.
To write a summary
Explain the task. Tell Ss to use their answers in Ex. 6a to
write a summary of the story. Ask various Ss around the
class to read their summaries aloud to the class.
To draw a comic strip of a story

Explain the task and ask Ss to work in small groups. Tell
them to divide the story into 15 parts and then draw a
picture for each part to make a frame of a comic strip.
Allow time in class or assign the task as HW. Display
the comic strips around the classroom.
Ending the To think of an alternative ending
lesson Elicit alternative endings from Ss around the class. Check
Ss’ answers.
Values links
support less able learners in in oral explanation of themes cross-curricular links:
comprehension task by encouraging in the story monitor use of Kazakh
them to scan text quickly to find a linkers for delayed corrective literature
section of the text that contains the feedback to whole class on
answer. board
156
challenge more able learners to explain monitor learner pronunciation
thematic connections between different of new words from text and
elements in the story or between this drill and ask learners to mark
legend and others word stress

and why?
157
Lesson plan

Date: Teacher name:
Learning 8.2.2.1 - understand with little or no support most specific information in extended
objectives(s) talk on a wide range of general and curricular topics;
that this 8.2.8.1 understand extended narratives on a range of general and curricular topics
lesson is 8.4.1.1 - understand the main points in texts on a growing range of unfamiliar
contributing general and curricular topics, including some extended texts;
curricular topics;
8.4.5.1 - deduce meaning from context in short texts and some extended texts on a
growing range of familiar general and curricular topics;
written genres;
curricular topics
written genres;
objectives identify some main ideas in text and use some target language in productive tasks
to communicate some relevant ideas correctly with support
identify most main ideas in text and use a range of target language in productive
tasks to communicate some relevant ideas correctly with support
identify most main ideas in text and use a range of target language in productive
tasks to communicate mostly relevant ideas correctly with little support
Previous vocabulary related to explaining plot character and theme in literature from
learning previous sections
Plan
Beginning the 5d To introduce the topic; to listen and read for gist
lesson Ask Ss to look at the picture and read the title of the text.
Read out the question and elicit Ss’ guesses. Play the
recording. Ss listen and read the text to find out. Elicit
answers from Ss around the class.
158
Main To read for specific information
Activities Give Ss time to read the questions and answer choices
and then read the text again and answer them. Check Ss’
answers.
8.4.2.1
8.1.3.1 Explain the task. Allow Ss time to read the sentences and
8.1.7.1 complete them referring to the text as necessary. Check
8.3.3.1 Ss’ answers.
8.6.14.1
8.6.9.1 To consolidate new vocabulary
8.6.8.1 Direct Ss to the words in the list and give them time to
8.2.2.1 complete the sentences using their dictionaries as
8.3.2.1 necessary. Check Ss’ answers.
8.3.4.1
To present/revise quantifiers
Direct Ss’ attention to the theory box and ask various Ss
to read the examples aloud. Read the theory aloud and
make sure Ss understand when to use many/more,
much/more, (a) few and less … than. Give Ss time to
complete the task. Check Ss’ answers.
To draw a story
Explain the task and ask Ss to work in small groups. Tell
them to divide the story into 6 parts and then draw a
picture for each part. Allow time in class or assign the
task as HW. Then ask various groups to present the story
to the class. Display the pictures around the classroom.
To present/revise quantifiers
Direct Ss’ attention to the theory box and ask various Ss
to read the examples aloud. Read the theory aloud and
make sure Ss understand when to use many/more,
much/more, (a) few and less … than. Give Ss time to
Ending the To write a summary of a story
lesson Explain the task. Tell Ss to use their answers in Ex. 6 to
write a summary of the story. Ask various Ss around
the class to read their summaries aloud to the class.
Introduce the ss ideas
Differentiation – how do you Assessment – how are you planning to Cross-curricular links
plan to give more support? check learners’ learning? Health and safety check
How do you plan to challenge ICT links
the more able learners? Values links
monitor less able groups and monitor learner language for accuracy cross-curricular links:
participate and prompt in their and range in their final three tasks. Note Kazakh
brainstorming activity particularly where they struggle to literature
express connections between story
frames and events. Give whole class
feedback
159
challenge learners to present
their modern epic in the form
of a rap
Reflection Answer the most relevant questions from the box on the left about
your lesson.
Were the lesson
objectives/learning objectives
realistic?
What changes did I make from

my plan and why?
160
Lesson plan

Date: Teacher name:
this lesson is 8.2.8.1 understand extended narratives on a range of general and curricular
8.4.1.1 - understand the main points in texts on a growing range of unfamiliar
8.4.4.1 read a growing range of extended fiction and non-fiction texts on
curricular topics;
of written genres;
curricular topics
of written genres;
identify some specific information in the text and respond to some prompts
correctly about its main themes and genre questions with support
identify most specific information in the text and respond to a range of
prompts correctly about its main themes and genre questions with support
identify all specific information in the text and respond to a range of prompts
correctly about its main themes and genre questions with little support
Previous learning vocabulary related to explaining plot, theme and genre in literature from
previous sections
Plan

Resources Notes
Beginning the To understand a quotation and express an opinion
lesson Ask Ss to read the quotation and then discuss in pairs
what they think it means. Elicit answers from Ss
around the class.
161
Main Activities To learn about the value of reading and match the
benefits to the results
Ask Ss to read the lists of benefits and results and
8.4.2.1 then give them time to match them. Check Ss’
8.4.6.1 answers and then elicit whether Ss agree with the
8.1.3.1 points.
8.1.7.1
8.3.3.1 To test knowledge learnt in this module/ to do a
8.6.14.1 quiz
8.6.9.1 Explain the task. Allow Ss some time to read the
8.6.8.1 questions and mark them as true or false. Tell Ss
8.2.2.1 they can review the module and find the relevant
8.3.2.1 information to help them if necessary. Check Ss’
8.3.4.1 answers.
To consolidate vocabulary learnt in the module/to

write a quiz
Explain the task and allow Ss time to work in pairs
and look through the module and think of quiz
questions. Tell Ss they can use the quiz in the
previous task as a model. Offer an example (e.g.
Arthur Conan Doyle wrote The Hound of the
Baskervilles. [T]) Ss can swap their quiz with
another pair and do it and then report back to the
class.
Ending the lesson To discuss the importance of reading and how it
relates to the main message of the song
various Ss to discuss their thoughts and then share
their answers with the class.
to give more support? How do planning to check learners’ Health and safety check
you plan to challenge the more learning? ICT links
able learners? Values links
support less able learners in monitor learners’ pronunciation cross-curricular links:
productive tasks by preparing of new words and ask learners to languages [world literature]
prompt or sentence starter cards mark word stress
challenge more able learners to when eliciting opinions monitor
link themes in this folktale to extent to which learners can
themes in others they know expand on answers when
prompted
Were the lesson about your lesson.
realistic?
my plan and why?
162
Lesson plan

Date: Teacher name:
objectives(s) extended talk on a wide range of general and curricular topics;
that this lesson 8.2.8.1 understand extended narratives on a range of general and curricular
is contributing topics
to 8.4.1.1 - understand the main points in texts on a growing range of unfamiliar
8.4.2.1 - understand specific information and detail in texts on a growing range of
curricular topics;
8.4.5.1 - deduce meaning from context in short texts and some extended texts on
a growing range of familiar general and curricular topics;
written genres;
curricular topics
written genres;
objectives use some new language learnt in the Module to respond to prompts and produce
simple creative outcomes correctly
use a range of new language learnt in the Module to respond to prompts and
produce simple creative outcomes correctly
use a range of new language learnt in the Module to respond to prompts and
produce more detailed creative outcomes correctly
Previous vocabulary related to explaining character, plot, theme and genre in literature
learning from previous sections
Plan
Beginning the To understand values
lesson What’s in this module? Read the title of the module
The Natural World and ask Ss to suggest what they
think it means. Go through the topic list and stimulate a
discussion to prompt Ss’ interest in the module.
163
Main Activities Check the Ss knowledge of the module 5 . SA To test
knowledge learnt in this module6
Explain the task. Allow Ss some time to do the work.
8.4.2.1
8.4.6.1 To present flowers
8.1.3.1 Direct Ss to the pictures. Ask Ss to write the
8.1.7.1 headings into their notebooks and then give them time
8.3.3.1 to list the flowers under the correct headings. Play
8.6.14.1 the recording. Ss listen and check their answers.
8.6.9.1
8.6.8.1 To talk about flowers; to express an opinion
8.2.2.1 Read the questions aloud and then ask various Ss to
8.3.2.1 share their answers with the class.
8.3.4.1
To personalise the topic
Read out the questions and give Ss time to consider their
answers and then elicit answers from Ss around the
class.
To prepare a poster
Ask Ss to work in small groups and give them time to
go online and research and collect photos of garden/wild
flowers in Kazakhstan and prepare a poster. Ask
various groups to present their posters to the class.
Display the posters around the classroom.
Present Ss’ pictures in class and/or display on a

noticeboard.
To listen for specific information

Play the recording. Ss listen and check their answers to
Ex. 5.
Ending the To personalise the topic
lesson Elicit Ss’ responses to the song.
Values links
monitor learner question writing in monitor learner questions cross-curricular links:
groups and highlight for less able learners for accuracy and encourage languages [world
where they should self-correct errors them to self-correct literature]
challenge more able learners to create values link :
anecdotes about the characters they understanding the moral
invent of stories
and why?
164
Lesson plan

Date: Teacher name:
Learning 8.4.1.1 - understand the main points in texts on a growing range of unfamiliar
objectives(s) general and curricular topics, including some extended texts;
that this 8.2.5.1 - recognize the opinion of the speaker(s) with little or no support in
lesson is extended talk on a wide range of general and curricular topics
contributing 8.5.6.1 - link, independently, sentences into coherent paragraphs using a variety of
to basic connectors on a range of familiar general topics and some curricular topics
8.5.16.1 - use a growing variety of conjunctions including since, as to explain
reasons and the structures so ... that, such a...that in giving explanations
on a range of familiar general and curricular topics
curricular topics;
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
use a wide range of language from the module to express views and pose a range
Previous Fashion vocabulary
learning
Plan
Beginning the To discuss about QUOTE «There is a sufficiency in the
lesson world for man’s need but not for man’s greed»
Ask Ss to read the list of statements about it. (Suggested
Answer If we only take what we need there would be
enough resources for everyone. It’s our greed that causes
problems in the environment. The quote is related to the
text in that people often buy far too many clothes that are
not necessary and shop for no reason. This greed
damages the environment.)
Main Step 1 Answer the questions:
Activities How often do you go shopping for clothes? What do you
usually do with your old clothes and shoes?
Discuss these questions with the partener.
8.4.2.1 Suggested Answer A: I go shopping at least once a
8.4.6.1 month. I give my old clothes to my little sister and my
8.1.3.1 cousins. B: I go shopping about once every three
8.1.7.1
months, but I don’t always buy something. I give my old
8.3.3.1
165
8.6.14.1 clothes to an orphanage in our city.
8.6.9.1
8.6.8.1 Step 2 Read the text and check the answers. SS do it
8.2.2.1 individually.
8.3.2.1 1 B 2 B 3 A 4 B 5 A 6
8.3.4.1
Step 3 Read the text and match the headings to the
paragraphs. Give Ss time to think about it. Check the
answers.
1 D 2 A 3 C
Step 4 Read the text and fill the gaps with the
appropriate word. Compare with the partner.
1 third/youngest 5 about/with 9 have/need 2 most
6 each/every/per 10 way
3 in 7 even/much
4 These 8 ways/how
Step 5 Match the words in bold in the text to their

meanings. Check Ss’ answers.
1 k 3 h 5 g 7 d 9 e 11 c 2 f 4
i 6 b 8 j 10 a
Step 6 Ask Ss to think about the question How can we

recycle clothes? Use the information from the text.
Compare with the partner.
Suggested Answer We can jazz up our old clothes by

dyeing or embroidering them. We can also make
handbags from the material of old clothing. We can buy
vintage clothing instead of new clothes when we want to
update our clothing
Ending the To personalise the project

lesson To use the instruction in Ex.7 with some unnecessary
old clothes. Then prepare the report about it to the class.
Values links
word etc..
166

and why?
167
MODULE 6 “The Natural World”
LESSON: Module 6 Lesson1 School:

Date: Teacher name:
Learning 8.2.7.1 - recognize typical features at word, sentence and text level of a
objectives(s) that growing range of spoken genres;
this lesson is 8.3.8.1 - recount some extended stories and events on a range of general
contributing to and curricular topics
8.2.6.1 - deduce meaning from context with little or no support in extended
talk on a growing range of general and curricular topics;
texts;
8.4.5.1 - deduce meaning from context in short texts and some extended
texts on a growing range of familiar general and curricular topics;
8.4.6.1 - recognise the attitude or opinion of the writer on a growing range
of unfamiliar general and curricular topics, including some extended texts;
8.1.10.1 - use talk or writing as a means of reflecting on and exploring a
curricular topics;
8.3.4.1 - respond with some flexibility at both sentence and discourse level
to unexpected comments on a range of general and curricular topics;
8.3.1.1 - use formal and informal registers in their talk on a growing range
of general and curricular topics;
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 Read the title of the module The Natural World
and ask Ss to suggest what they think it means. Go
through the topic list and stimulate a discussion to
prompt Ss’ interest in the module.
168
Main Activities To present flowers
Direct Ss to the pictures. Ask Ss to write the
8.2.7.1 headings into their notebooks and then give them
8.3.8.1 time to list the flowers under the correct headings.
8.2.6.1 Play the recording. Ss listen and check their
8.4.5.1 answers.
8.4.6.1
To talk about flowers; to express an opinion
Read the questions aloud and then ask various Ss to
share their answers with the class.
To personalise the topic Animal
Read out the questions and give Ss time to consider Classifications
their answers and then elicit answers from Ss mammal:
around the class. warmblooded
animal usually with
To introduce the topic; to lister and read for gist fur or hair that has
Ask Ss to look at the picture, read the title and try to glands and gives
answer the questions. Play the recording. Ss listen milk to feed their
and read the text and find out if their guesses were young reptiles:
correct. cold-blooded
animal with scaly
To read for specific information skin that lays eggs
Explain the task. Allow Ss time to read the fish: a cold-
questions and answer choices and then read the text blooded animal
again and complete the task. Check Ss’ answers. that lives in water,
Refer Ss to the Word List to look up the words in breathes with gills
the Check these words box. Play the video for Ss and usually has
and elicit their comments. fins and scales
Ss make notes on the type of animals they can see
in the zoo watch using vocabulary from exercises
Ending the Ask some pairs to ask and answer in front of the
lesson class.
Values links
prompt less able learners to engage in monitor for spoken accuracy cross curricular links:
whole class checking and plenary in elicitation and checking languages [TV genres]
activities with supportive questioning tasks and use a range of oral
provide headings for final note writing correction techniques
task
challenge more able learners to give
reasons for their views and to say how
they view content
169

and why?
170
Lesson plan

Date: Teacher name:
Learning 8.2.7.1 - recognize typical features at word, sentence and text level of a growing
objectives(s) range of spoken genres;
that this lesson 8.3.8.1 - recount some extended stories and events on a range of general and
is contributing curricular topics
to 8.2.6.1 - deduce meaning from context with little or no support in extended talk
on a growing range of general and curricular topics;
8.4.2.1 - understand specific information and detail in texts on a growing range
of familiar general and curricular topics, including some extended texts;
8.1.10.1- use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
curricular topics;
8.3.5.1 - interact with peers to negotiate, agree and organise priorities and plans
for completing classroom tasks;
8.3.1.1 - use formal and informal registers in their talk on a growing range of
8.6.3.1 – use a growing variety of compound adjectives and adjectives as
participles and some comparative structures including not as…as, much …than
to indicate degree on a range of familiar general and curricular topics;
8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
8.2.1.1 - understand with little or no support the main points in extended talk on a
wide range of general and curricular topics;
written genres;
8.4.2.1 - understand specific information and detail in texts on a growing range
of familiar general and curricular topics, including some extended texts;
8.4.8.1 use familiar and some unfamiliar paper and digital reference resources
with little support to check meaning and extend understanding
8.5.7.1 - use with minimal support appropriate layout at text level for a range of
171
written genres on familiar general and curricular topics;
8.2.7.1 - recognize typical features at word, sentence and text level of a growing
range of spoken genres;
objectives identify some specific information and key ideas in texts and use some target
identify most specific information and key ideas in texts and use a range of target
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 Animals vocabulary
learning
Plan
Beginning the Ss revise the vocabulary of the previous lesson
lesson
Main Activities To present endangered animals

Play the recording. Ss listen and repeat chorally and/or
8.1.10.1 individually. Check Ss’ pronunciation and
8.3.3.1 intonation and then elicit the L1 equivalents from Ss
8.3.4.1 around the class.
8.1.1.1
8.3.5.1 To classify animals
8.3.1.1 Ask Ss to read the classifications in the box on p. 64
and explain/elicit the meanings of any unknown
words. Then elicit which classification of animals
each of the endangered species in Ex. 3 belongs to
from Ss around the class.
To consolidate and broaden the topic

Ss discuss in pairs other endangered animals and how
we can help them. Ask various pairs to report back to
the class.

Read through the list of prepositions and give Ss time
to complete the sentences using their dictionaries to
check. Check Ss’ answers.
To practise word formation (forming adjectives)
Ask Ss to read the theory box and then explain the
task. Give Ss time to complete the task and then
check their answers.
To discuss ways to help endangered species

Ask Ss to work in small groups and discuss the ideas
172
for helping endangered species. Monitor the
activity around the class and then ask some groups to
report back to the class.
To prepare a poster
Ask Ss to work in small groups and then give Ss time
to prepare a poster. When the task is completed
display the posters around the class.
Ending the To present a poster to a class.
lesson
Values links
support less able learners in check learner comprehension cross-curricular links:
comprehension task by encouraging using thumbs up or down literature [film genres]
them to scan text quickly to find a technique and follow-up
section of the text that contains the questioning
answer.
provide challenge for more able monitor production error in pair
learners by asking them to form a and whole class checking
range of questions about the discussions and feedback to
information in the table whole class
about your lesson.

plan and why?
173
Lesson plan

Date: Teacher name:
Learning 8.2.7.1 - recognize typical features at word, sentence and text level of a
objectives(s) that growing range of spoken genres;
this lesson is 8.3.8.1 - recount some extended stories and events on a range of general
contributing to and curricular topics
texts;
curricular topics;
8.3.1.1 - use formal and informal registers in their talk on a growing range
of general and curricular topics;
8.6.3.1 - use a growing variety of compound adjectives and adjectives as
topics;
8.2.1.1 - understand with little or no support the main points in extended
talk on a wide range of general and curricular topics;
8.4.7.1 - recognise typical features at word, sentence and text level in a
range of written genres;
texts;
resources with little support to check meaning and extend understanding
174
8.5.7.1 - use with minimal support appropriate layout at text level for a
range of written genres on familiar general and curricular topics;
8.2.7.1 - recognize typical features at word, sentence and text level of a
growing range of spoken genres;
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 language correctly in speaking and email writing task with
support
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 Animals vocabulary
Plan
Beginning the Ss try to guess the theme of the lesson. They read the
lesson sentences on the board and guess that they will work with
the passive
Main To present the passive
Activities Read the table aloud and explain how we form the
passive voice (the verb ‘to be’ + past participle of the
main verb). Explain that we use the passive to talk
8.6.6.1 about actions when the person who does the action is
unknown, unimportant or obvious from the context; when
the action is more important than the person who does it;
in formal situations (e.g. on signs, etc). Elicit which
sentence emphasises what happened.
To present the tenses of the passive

Read the theory box aloud. Go through the different tense
forms of the passive and read out the examples. Allow
Ss time to complete the table and then check their
answers.
To practise the passive

Explain the task and give Ss time to complete the task and
then check Ss’ answers around the class.
To introduce an agent/instrument; to practise the passive
Explain the task and read out the theory box. Point out
that in the passive when we want to say that sb uses sth to
do sth we use with and when we want to say that sb does
sth we use by. Give Ss time to complete the task.
175
Ask Ss to read the table and then match the words in the
columns to make full sentences in the passive. Give Ss
time to complete the task and then check Ss' answers.

Explain the task and read out the example. Give Ss time
to complete the task and then check Ss’ answers around
the class.
Ask Ss to read the gapped information about the Sphinx
and ask them to try to complete the gaps in pairs. Play
the recording. Ss listen and check their answers.
To practise comparatives
Explain the task and give Ss time to complete it. Check
Ss’ answers
Ending the To talk and/or write about the Sphinx; to practise passive
lesson forms Explain the task and give Ss time to complete it.
Ask various Ss to talk/read out their text about the
Sphinx.
Suggested Answer Key The Great Sphinx is located
near Cairo, Egypt. It is made of limestone. It was built by
the ancient Egyptians around 2,500 BC. It may have been
built to protect Giza. It is visited by 2 million tourists
every year.
Ask S’s to read out their emails to the class.

provide more support for less able correct learners’ oral responses ICT links: email options
writers through suggested using a range of feedback
sentence starters techniques including delayed
response wait-time
provide further challenge in the take in learners extended email
writing task for stronger writers writing to assess at the end of
by asking them to include the lesson
particular target words in their
email
about your lesson.
Were the lesson
realistic?
my plan and why?
176
Lesson plan

Date: Teacher name:
Learning 8.2.1.1 - understand with little or no support the main points in extended
objectives(s) that talk on a wide range of general and curricular topics;
this lesson is 8.2.6.1 - deduce meaning from context with little or no support in extended
contributing to talk on a growing range of general and curricular topics;
texts;
8.5.9.1 - punctuate written work at text level on a range of familiar general
and curricular topics with growing accuracy
8.1.7.1 - develop and sustain a consistent argument when speaking or
writing;
8.5.5.1 - develop with support coherent arguments supported when
necessary by examples and reasons for a growing range of written genres in
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
tasks with little support
Previous learning simple uses of passive structure by to introduce the agent
Plan
177
Beginning the
lesson
Main Activities 6 c To introduce the topic
Ask Ss to look at the pictures. Play the recording. Ss
listen and imagine using the senses. Elicit answers
8.6.6.1 from Ss around the class
8.5.3.1
8.6.4.1 To listen and read for specific information
8.6.3.1 Elicit what, if anything, Ss know about Turgen
Waterfalls and Lake Issyk. Elicit questions from
various Ss and write three on the board. Play the
recording. Ss read the text and find out if the text
answers them..
Play the video for Ss and elicit their comments

Direct Ss to the words/phrases in bold in the text and
give Ss time to match them to the words/phrases in
the list. Check Ss’ answers.
To present and practise phrasal verbs with hang
Read out the box and explain the task. Give Ss
time to complete the task. Check Ss’ answers.
Read the Study Skills box and explain that this
information will help Ss to complete the task
successfully. Explain the task and ask Ss to read
the questions and answer choices. Play the recording.
Ss listen and choose their answers. Check Ss’
answers.
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
other areas of natural beauty in their country.
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.
monitor less able learners in group use concept checking questions cross-curricular links:
work and give further modelling to check learner understanding languages [contrasts with L1]
and drilling support of why passive is used
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’]
178
about your lesson.

plan and why?
179
Lesson plan

Date: Teacher name:
texts;
of written genres;
writing;
use some target structures accurately in more controlled and freer production
tasks with little support
Previous learning present and past simple uses of passive structure by to introduce the agent
Plan
180
Beginning the To practise pronunciation of situational language
lesson Play the recording. Ss listen and repeat chorally and/or
individuallPay attention to Ss’ pronunciation and
intonation and correct as necessary.
Main To listen for gist
Activities Refer Ss to the sentences in Ex 1 again and elicit Ss’
guesses as to what the dialogue is about. Play the
recording. Ss listen and read the text and find out..
8.1.10.1
8.6.7.1 To learn synonymous phrases
8.4.2.1 Read out the underlined phrases in the dialogue. Refer
8.4.8.1 Ss to the language box and elicit the synonymous
8.2.2.1 phrases from various Ss around the class.
8.5.7.1
To practise asking and answering
To act out a dialogue; to listen and read for specific
information
Play the recording. Ss listen and read. Ask Ss to
work in pairs and take roles and read out the dialogue.
Monitor the activity around the class and ask some
pairs to read out the dialogue in front of the class.
Then elicit an answer to the question.
To learn pronunciation (silent letters)

Play the recording. Ss listen and identify the silent
letters. Play the recording again with pauses for Ss
to repeat chorally and/or individually.
Ending the act out a dialogue; to listen and read for specific
lesson information
monitor less able learners in group use concept checking questions cross-curricular links:
work and give further modelling to check learner understanding languages [contrasts with
and drilling support of why passive is used L1]
challenge more able learners to assess pronunciation in oral and checking stages
give multiple [and/or] answers in of the lesson [particularly weak form ‘was’]
practice exercises
Were the lesson objectives/learning about your lesson.
plan and why?
181
Lesson plan

Date: Teacher name:
texts;
writing;
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 vocabulary for musical instruments / types of instrument
182
Plan
Beginning 6E To revise vocabulary
the lesson Read out the list of places and elicit what people can do in
each one from various Ss around the class.
Main To introduce the topic, to predict the content of the text,
Activities to listen for specific information
Ask Ss to read the introduction and look at the pictures. Ask
8.2.1.1 Ss to guess which of the plants and animals can be found in
8.2.6.1 each place. Play the recording. Ss listen and find out.
8.4.2.1 To read for specific information Read the sentences aloud
8.4.7.1 one at a time and ask Ss to read the texts again and correct
8.4.8.1 them. Ask Ss to use the Word List to look up the meanings
8.3.4.1 of the words in the Check these words box, then check Ss’
8.5.9.1 answers. Play the video for Ss and elicit their comments.
Give Ss time to read the texts again and find the words.
Check Ss’ answers. Then ask Ss to use their dictionaries and
explain the underlined words. Check Ss’ answers around
the class.. Check Ss’ answers.
To consolidate information in a text
Ask Ss to work in pairs and ask and answer questions about
the two nature reserves. Monitor the activity around the
class.
Ending the To research and write a paragraph about a nature reserve
lesson Explain the task and ask Ss to work in small groups and
collect information from the Internet about another nature
reserve and make notes. 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.
Values links
support less able learners in check learner comprehension cross-curricular links:
comprehension task by encouraging using thumbs up or down Music [music genres /
them to scan text quickly to find a technique and follow-up sections of the
section of the text that contains the questioning orchestra]
answer.
challenge more able learners to ask monitor general accuracy and
more complex questions by suggesting pronunciation in Q&A task for feedback
more complex question starters to whole class
plan and why?
183
Lesson plan

Date: Teacher name:
texts;
writing;
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
Plan
184
Beginning the 6f Ask S’s to tell a partner about any live nature
lesson they have seen/heard recently. Their partner then
relates this whole class in feedback
Main To introduce the topic ingredient •

Activities Initiate a general class discussion about the turn into •
8.1.3.1 importance of trees and elicit various ideas from carbon dioxide •
8.1.7.1 Ss around the class. support •
8.2.7.1 structure •
8.4.7.1 To read for cohesion and coherence spread •
8.4.5.1 Ask Ss to read the text and think of appropriate underground •
8.6.1.1 words to complete the gaps 1-8. Give Ss time to suck up •
complete the task and compare their answer with a mineral •
partner. Play the recording. Ss listen and check photosynthesis •
their answers around the class Refer Ss to the perform • dry
Word List to look up the words in the Check these out • sunlight •
words box. Play the video for Ss and elicit their absorb •
comments. distinctive •
glucose • pipe •
nutrient
To consolidate comprehension of a text, to label a
diagram
Give Ss time to read the text again and label the
diagram. Check Ss’ answers around the class.
To consolidate vocabulary from a text
Explain the task and give Ss time to complete it.
Check Ss’ answers
Ending the To prepare a quiz
lesson Ask Ss to work in small groups and do some
research online and collect information about parts
of a tree. Then give Ss time to prepare a quiz.
When the task is completed ask groups to swap
quizzes and try to answer the questions.
monitor less able learners as they use thumbs up or down ICT links: email features
plan write their emails and technique and follow-up and tools
highlight with a pencil things they questioning to check
should self-correct comprehension
encourage more able learners to take in learners’ extended email writing for
include in their email points assessment
responding to previous emails.
185

plan and why?
186
Lesson plan

Date: Teacher name:
Learning 8.5.7.1 - use with minimal support appropriate layout at text level for a range
objectives(s) that of written genres on familiar general and curricular topics;
this lesson is 8.1.2.1- use speaking and listening skills to provide sensitive feedback to
contributing to peers;
8.1.10.1 - use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world
curricular topics;
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
Plan

Beginning the To present situational language
lesson To read for key information
Ask Ss to read the text and match the paragraphs to the
headings.
Main To read for key information Ask Ss to read the text and
Activities match the paragraphs to the headings.
To write an article
Read out the Study Skills box. Explain the task and give
8.5.7.1 Ss time to write their articles using the plan to help them.
8.1.2.1 Remind Ss to use the essay in Ex. 1 as a model and to use
8.4.6.1 appropriate adjectives and a catchy title. Have Ss swap
8.1.10.1 papers and evaluate each other’s writing. Give Ss time
8.3.3.1 to complete the task in class. Alternatively, assign the
ask as HW and check Ss' answers in the next lesson.
To learn about the values of environmentalism and
express an opinion
187
Ask Ss to read the reasons and then discuss in pairs which
ones express the importance of protecting areas of natural
beauty. Elicit answers from Ss around the class.
To talk about the importance of places of natural beauty
Ending the Ask various Ss around the class to give a presentation on
lesson why places of natural beauty are important.
Values links
monitor less able learners in group assess pronunciation of cross-curricular links:
work and give further modelling and individual sounds and intonation languages [contrasts with
drilling support in role play and sentence 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.

plan and why?
188
Lesson plan

Date: Teacher name:
Learning 8.5.7.1 - use with minimal support appropriate layout at text level for a
objectives(s) that range of written genres on familiar general and curricular topics;
this lesson is 8.1.2.1 - use speaking and listening skills to provide sensitive feedback to
curricular topics;
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 common musical instruments / types of instrument adjectives describing
music and song
Plan

Beginning To prepare a video
the lesson Explain the task and divide the class into small groups.
Assign the task as HW and tell Ss to make a video using
images found online or elsewhere and video editing
software to create a 2-minute video of places of natural
beauty in their country and why we should protect them.
Tell Ss to upload the video to the school website.
Main To consolidate vocabulary learnt in the module/to write
Activities a quiz
8.5.7.1 look through the module and think of quiz questions. Tell
8.1.2.1 Ss they can use the quiz in the previous task as a model.
8.4.6.1 Offer an example (e.g. The red panda comes from the
8.1.10.1 Himalayas. [T]) Ss can swap their quiz with another pair
8.3.3.1 and do it and then report back to the class.
To listen and read for gist; To understand the author’s

emotions
Play the recording. Ss listen and read. Elicit Ss’ opinions
189
about how the singer feels and elicit the words that show
this.
To give an opinion
answers with the class.
Read the title of the module Travel & Transport and ask Ss
to suggest what they think it means. Go through the topic
list and stimulate a discussion to prompt Ss’ interest in the
module.
To identify/match signs relating to travel to locations

Direct Ss to the signs in the pictures and elicit where you
can see each one from Ss around the class.
To match signs to meanings Explain the task and give Ss
time to complete it. Check Ss’ answers.
To practise modals and consolidate Ss’ understanding of
the signs
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.
Values links
support less able readers and by monitor extent to which learners cross-curricular links:
helping them with search language are able to search independently Music [traditional
in English instruments]
provide an extra heading for more use a checklist to assess accuracy,
able readers to research organisation and delivery of
presentation
about your lesson.

plan and why?
190
Lesson plan

Summative Control work
Date: Teacher name:
this lesson is 8.1.2.1- use speaking and listening skills to provide sensitive feedback to
curricular topics;
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
Plan

Beginning To present and discuss teen media use
the lesson Go through the phrases and ensure Ss know what the
words mean. Remind Ss of adverbs of frequency.
Elicit answers from around the class.
Main Check the Ss knowledge of the module 6. SA To test
Activities knowledge learnt in this module6
Explain the task. Allow Ss some time to do the work.
8.5.7.1 To test knowledge learnt in this module/ to do a quiz
8.1.2.1 Explain the task. Allow Ss some time to read the
8.4.6.1 statements and mark them accordingly. Tell Ss they can
8.1.10.1 review the module and find the relevant information to
8.3.3.1 help them if necessary. Check Ss’ answers.
To consolidate vocabulary learnt in the module/to write a

Test
Explain the task and allow Ss time to work in pairs
191
(groups) and look through the module and think of
questions. Tell Ss they can use the quiz in the previous
task as a model. Offer an example (e.g. The red panda
comes from the Himalayas. [T]) Ss can swap their quiz
with another pair and do it and then report back to the
class.
To listen and read for gist; To understand the author’s
emotions Play the recording. Ss listen and read. Elicit
Ss’ opinions about how the singer feels and elicit the
words that show this.To give an opinion
Ending the Ask Ss to think about the question in the rubric. Ask
lesson various Ss to discuss their thoughts and then share their
Values links
encourage less able learners to show monitor reading comprehension Health and safety:
another learner where they think the with thumbs up and down moderating screen time
answer to reading question is in the technique and follow-up
text before deciding on answer questioning
challenge more able learners to say monitor pronunciation in
whether they agree with ideas in text checking, discussion and final
pronunciation focus and use
further drilling where necessary
about your lesson.

plan and why?
192
Lesson plan

Project work Green issue Green Living
Date: Teacher name:

texts;
8.5.8.1 - spell most high-frequency vocabulary accurately for a range of
curricular topics;
curricular topics;
Previous learning Habits vocabulary
Plan

Resources Notes
Beginning the lesson To discuss about title of the issue- Celebrating the
Earth
Ask Ss to read the title of the text. What do you
8.1.1.1 think about meaning? How can you help the Earth
by doing nothing?Suggested Answer Just by
not consuming or doing certain activities we do
not waste precious natural resources or pollute the
environment.
193
Main activities Step 1 Read the text and match the subheadings. . SS
8.4.2.1 do it individually.
1 D 2 A 3 B
Step 2 Read the text again and mark the sentences as T

8.3.3.1 or F. Then explain the words on bold.
1 F 2 T 3 F 4 T 5 F 6 T
Step 3 Divide the class into small groups and explain
the task. Answer the question: What is the author’s
purpose? Give Ss time to think about the points in the
list. Ask various groups of Ss to present their ideas.
The author’s purpose is to educate the reader on how to
8.3.3.1 spend and consume less and therefore help the
environment.
Step 4 Divide the class into small groups and explain

the task. What is Buy nothing day? How can you
selebrate it? Read the text and make notes. Use the notes
to present this special day to the class. Give Ss time to
think about the points in the list. Ask various groups of
8.2.6.1 Ss to present their ideas.
Suggested Answer Buy Nothing Day is a special day
where we try to shop less and become more aware of
what we really need to buy. There are many things we
buy that are not necessary. We can celebrate this special
day by reducing our daily expenses and planning a
budget. We can also learn to recycle items we already
have instead of buying new things.
Step 5 Discuss in pairs your spending habits. Think of
two more ways to be an environmentally-conscious
shopper.
Allow Ss some time to read the statements and mark
them. Tell Ss they can review the module and find the
relevant information to help them if necessary. Check
Ss’ answers.
8.5.8.1 Suggested Answer A: I sometimes buy things because
I find the packaging attractive. B: Me too. We should
try to buy things with less packaging, as that saves
natural resources. A: You’re right. And how about all
those plastic bags they give you at the supermarket? At
home, we try to reuse them as rubbish bags. B: Oh, do
you? My mum doesn’t use them at all. She takes two big
reusable cloth bags with her every time she shops.
Step 6 Match the words to their meaning. Tell Ss they
can review the module and find the relevant information
to help them if necessary. Check Ss’ answers.
1 n 4 f 7 k 10 d 13 e 2 i
5 m 8 j 11 b 14 g 3 a 6 l
9 c 12 h
Find all the phrasal verbs in the text and make sentences
using them.
8.4.8.1 go out – We are going out for dinner tonight.
go away – Let’s go away this weekend.
194
set in – She felt fear set in when she realised it was dark.
sit down – Come in and sit down in the living room.
cross off – Can you cross off everything we bought from
the list?
throw (sth) away –
Did you throw your old TV away?
stick to – Mary is trying to stick to her new diet.
Ending the To personalise the task What else can you do on Buy
lesson nothing day? Decide in groups. Present your ideas to the
class.
Suggested Answer On Buy Nothing Day we can repair
old appliances and fix broken items. We can organise an
8.5.7.1 event to bring old unwanted items and exchange them
with others who might want them. We can also try to
reduce our rubbish and not throw out as much as we
usually do.
Project work. Organise your own Buy Nothing Day . Set a

date and follow all the steps in the text. Then write a short
8.5.9.1 article describing what you did and how it happened you
to become an environmentally-friendly consumer.. Then
report it to the class.
Values links
prompt less able learners to ask a range monitor question production in values links: benefits of
of questions with different question group activity hobbies
proceeding to quiz
word etc..

and why?
195
`Module 7 “Travel and transport”

Vocabulary
Date: Teacher name:
Learning 8.6.13.1 - use a growing variety of modal forms for different functions:
objectives(s) that obligation, necessity, possibility, permission, requests, suggestions,
this lesson is prohibition on a range of familiar general and curricular topics;
contributing to 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about
8.6.14.1 - use some prepositions before nouns and adjectives; use prepositions
as, like to indicate manner; use dependent prepositions following adjectives
8.5.1.1 - plan, write, edit and proofread work at text level with little - support
curricular topics;
8.4.8.1 - use familiar and some unfamiliar paper and digital reference
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
entertainment
Assessment Learners have met the learning objective if they can: talk about entertainment
criteria
Cross - curricular Travel & transport
links
Previous learning The natural world
Plan
196
BEGINNING What’s in this module? Read the title of the module Travel
THE LESSON & Transport and ask Ss to suggest what they think it means. Go
through the topic list and stimulate a discussion to prompt Ss’
interest in the module.
8.6.13.1 Explain/Elicit the meaning of any unknown words, then Ss find
the page numbers for the items listed.
Ask questions to check Ss’ understanding.
AND PRACTICE To identify/match signs relating to travel to locations
Direct Ss to the signs in the pictures and elicit where you can Pictures,
8.3.7.1 see each one from Ss around the class p.5.
Dictionary.
To match signs to meanings Recording.
Explain the task and give Ss time to complete it. Check Ss’
8.2.4.1 answers.
8.4.5.1 To practise modals and consolidate Ss’ understanding of the

signs
Explain the task and read out the example and then elicit further
explanations from Ss around the class.
To introduce vocabulary for sightseeing and means of

transport
Play the recording with pauses for Ss to listen and repeat
chorally and/or individually. • Pay attention to Ss’
pronunciation and intonation.

Ask Ss to guess some unusual ways to see the sights in London.
Play the recording. Ss listen and follow the text and find out.
ENDING THE Play the video for Ss and elicit their comments.
LESSON Ss discuss about the text
Values links
and why?
197
Lesson plan
Date: Teacher name:

curricular topics;
Listen and read for gist, read for specific information, learn about compound
nouns and compound adjectives
nouns and compound adjectives, talk about water attractions
nouns and compound adjectives, talk about water attractions, recommend and
write a blog entry
Assessment Learners have met the learning objective if they can: talk about water
criteria attractions and write a blog entry
Value links Explore the themes of Travel & transport
links
Plan
198
BEGINNING Ss revise the vocabulary of the previous lesson Recording
THE LESSON Video
PRESENTATION To read for specific information
AND PRACTICE Explain the task. Allow Ss time to read the questions and
answer choices and then read the text again and complete the Pictures,
8.4.2.1 task. Check Ss’ answers. p.5.
Refer Ss to the Word List to look up the words in the Check Dictionary.
8.3.3.1 these words box. Recording.
8.6.7.1
8.4.8.1 Allow Ss time to complete the phrases using the words in the
list by referring back to the text or using their dictionaries
8.6.14.1 Elicit answers from Ss around the class. Then give Ss time to
make sentences using them and elicit answers from Ss around
8.3.5.1 the class.
8.5.1.1
To consolidate information in a text and give an opinion
Give Ss time to consider their answers and then ask various Ss
to tell the class. To present verbs relating to travel
Read out the list of verbs and give Ss time to use them to
complete the sentences using their dictionaries. Check Ss’
answers.

Read through the list of prepositions and give Ss time to
complete the sentences using their dictionaries to check.
To consolidate information in a text through role play
Ask Ss to work in pairs and take the roles of a tourist and a
travel agent and talk about a trip to London mentioning all the
points provided. Monitor the activity around the class and then
ask some pairs to act out their role play in front of the class.
To write an email about a trip to London

Explain the task and ask Ss to make notes under the headings.
Then give Ss time to use their notes to write an email following
the directions. Ask various Ss to read their emails to the class.
Alternatively, assign the task as HW and check Ss’ answers in
the next lesson.
ENDING THE To present unusual ways to travel to see the capital city
LESSON 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.
Values links
199

and why?
200
Lesson plan
Date: Teacher name:

curricular topics;
Learn about past simple and past continuous, learn word formation (-ing/-ed
participles), learn comparatives
participles), learn comparatives, learn used to/would, talk about types of media
Assessment Learners have met the learning objective if they can: talk about types of
criteria media, past events
Value links Explore the themes of Travel & transport around the world
Cross - curricular Using videos& pictures, working with URLs
links
ICT skills Travel & transport vocabulary
Previous learning Learners have met the learning objective if they can: talk about types of
media, past events
Plan
201
planned activities)
BEGINNING To revise unusual ways to travel to see the capital city Recording
THE LESSON Ask Ss to work in small groups and then give Ss time to Video
think of/research unusual ways for tourists to see their
capital city. Ask various groups to present
PRESENTATION To present modals Answer Key
AND PRACTICE Explain the task and explain the meanings of the possibility = can
words (possibility = sth that may happen, necessity = sth necessity = have
8.6.13.1 that is required, obligation = to have a duty to do to, need lack
something, permission = to be allowed to do sth, of necessity =
prohibition = to not be allowed to do something, request don’t have to,
= sth that is asked for, suggestion = sth put forward for
needn’t
consideration, advice = guidance). Read out the theory
and present the modals. Then elicit which modals obligation =
express which function. must, have to
permission = can,
To practise modals
may, might,
Explain the task and read out the example. Give Ss time could,
to complete it. Then check Ss’ answers around the class.
prohibition =
mustn’t, can’t
To practise modals request = can
Explain the task and read out the example and then give suggestion = can
Ss time to complete the task. Ask various Ss around the advice = must
class to read out their answers to check (strong),
should/ought t
ENDING THE Ask some weak Ss around the classs Workbook: 7b &
Values links

and why?
202
Lesson plan

Date: Teacher name:
Learning 8.2.4.1 - understand with little or no support most of the implied meaning in
objectives(s) that extended talk on a range of general and curricular topics;
this lesson is 8.4.1.1 - understand the main points in texts on a growing range of unfamiliar
contributing to general and curricular topics, including some extended texts;
8.4.4.1 - read a growing range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics;
participles), learn comparatives, learn used to/would, talk about types of media
Assessment Learners have met the learning objective if they can: talk about types of
criteria media, past events
Value links Explore the themes of Travel & transport
links
Previous learning modals
Plan
planned activities)
BEGINNING Ask SS about the previous lesson
THE LESSON
PRESENTATION To practise modals Answer Key 2

AND PRACTICE Explain the task and give Ss time to read the signs and A mustn’t
complete the sentences. Check Ss’ answers around the 4 B Can
8.6.13.1 class. 3 D Do you
have to
To practise modals 5 C must
Explain the task and give Ss time to complete it in their
notebooks. Elicit answers from Ss around the class. We use the
prefixes im-/in-/il-
To practise modals
to show that
Explain the task and read out the example. Give Ss time something is
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to complete the task and then check Ss’ answers. negative or has
the opposite
To practise word formation (negative adjectives
meaning. possible
beginning with im-/in-/il-)
8.6.5.1 – impossible (not
Ask Ss to read the theory box and then explain the task. possible)
Give Ss time to complete the task and then check their appropriate –
answers.
inappropriate
Answer Key 1 impatient 2 illegal (not appropriate)
3 inadequate 4 incapable logical – illogical
(not logical)
ENDING THE Ask some weak Ss around the classs Workbook: 7b &
Values links

and why?
204
Lesson plan

Date: Teacher name:
Listen and read for gist, read for specific information, learn phrasal verbs with
keep
keep, decide what to watch on TV
keep, decide what to watch on TV, create and present a TV guide
Assessment Learners have met the learning objective if they can: create and present a TV
criteria guide
links
Plan
Ask some weak Ss around the class modals
BEGINNING
THE LESSON
To listen and read for gist Recording
PRESENTATION Ask Ss to look at the pictures and read the title of the
AND PRACTICE text. Elicit Ss’ guesses as to what is special about resident •
these places. Play the recording. Ss read the text stray •
8.4.2.1 nickname •
and find out.
silkworm • mainland
8.2.2.1 To brainstorm the knowledge of the words • chase •
remain • explode •
8.6.5.1 To work with vocabulary. Ask SS to think about the furry • cabin •
meaning of the words contest • alien •
continent • wildlife •
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To read for specific information develop • biologist •
vase • reptile •
Ask Ss to read the gaped sentences 1-5. Give Ss fairytale
time to read the text and complete the task. Check
Ss’ answers around the class. Phrasal verbs • make
To present and practise phrasal verbs with make up = invent/ become
friends again • make
Read out the box and explain the task. Give Ss up for = make sb feel
time to complete the task. Check Ss’ answers better after a bad
experience • make
out = see sth that is
unclear • make for =
move
ENDING THE Ask various Ss around the class to present their ideas
LESSON aloud to the class.
Values links

and why?
206
Lesson plan

Date: Teacher name:
Listen and read for gist, read for specific information, learn intonation when
expressing feelings
expressing feelings, roleplay a dialogue
expressing feelings, roleplay a dialogue, make up own dialogue
Assessment Learners have met the learning objective if they can: express feelings with the
criteria correct intonation in the dialogues
links
Plan
BEGINNING To practise pronunciation of situational language Ask Recording
THE LESSON various Ss around the class to present their ideas aloud to
the class.
PRESENTATION To revise the text for specific information
AND PRACTICE
Ask Ss to read the gaped sentences 1-5. Give Ss time to
8.4.5.1 read the text and complete the task. Check Ss’ answers
around the class.
8.4.2.1
8.6.9.1
Explain the task and ask Ss to look at the advert and think
8.6.14.1 about what the missing information might be.Play the
recording. Ss listen and complete the gaps 1-6. Check
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Ss’ answers.
To consolidate information in a text

Ask Ss to work in pairs and ask and answer questions
following the example referring to the texts as necessary.
Monitor the activity around the class.
To write an email
Explain the task. Allow time for Ss to complete their
emails.
ENDING THE Ask various Ss around the class to read their emails aloud
LESSON to the class.
Values links

and why?
208
Lesson plan

Date: Teacher name:
Listen and read for gist, read for specific information, present two festivals
Listen and read for gist, read for specific information, present two festivals,
write about cultural festival
Assessment Learners have met the learning objective if they can: present and write about
criteria festivals
links
Previous learning
Plan
BEGINNING To practise pronunciation of situational language Recording
THE LESSON Play the recording. Ss listen and repeat chorally and/or
individually. Pay attention to Ss’ pronunciation and
intonation and correct as necessary.
PRESENTATION Summative assessment for Unit 7 (20 min)
AND PRACTICE
8.4.5.1 Refer Ss to the sentences in Ex. 1 again. Play the recording.
8.4.2.1 Ss listen and find out the answers to the questions. Check
Ss’ answers
8.6.9.1
8.6.14.1
Read out the phrases. Refer Ss back to the dialogue and
class. Elicit the L1 equivalent of the sentences from
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various Ss around the class. (Ss’ own answers)
To act out a dialogue

Ask Ss to work in pairs and take roles and read out the
dialogue. Monitor the activity around the class and ask
some pairs to read out the dialogue in front of the class.
To pronounce \ea\
and/or individually. Check Ss’ pronunciation and
intonation
ENDING THE Ask various Ss around the class to act their dialogues
LESSON aloud to the class.
Values links

and why?
210
Lesson plan

Date: Teacher name:
Listen and read for gist, read for specific information, read for order
Listen and read for gist, read for specific information, read for order, present a
monologue
Assessment Learners have met the learning objective if they can: present a monologue
criteria
links
Plan
To pronounce \ea\ Recording
BEGINNING
THE LESSON Play the recording with pauses for Ss to repeat chorally
and/or individually. Check Ss’ pronunciation and
intonation
To introduce the topic, predict the content of the text erminal •
PRESENTATION and read for specific information destination •
AND PRACTICE Direct Ss’ attention to the pictures and elicit what, if land •
anything, they know about them. Elicit various questions construction •
.4.2.1 from Ss around the class. Write some of them on the board. airline •
8.4.4.1 Then give Ss time to read the texts and see if their passenger flight
questions were answered.
• official •
8.4.5.1
To read for cohesion and coherence assassination •
out of respect •
Give Ss time to read the text and choose the correct word
the late
for each gap from the options provided. Play the
211
recording. Ss listen and check their answers. president •
architecture •
boulevard •
words in the Check these words box. Play the video for Ss
dome
and elicit their comments.
To compare and contrast airport terminals

Give Ss time to read the texts again if necessary and think
about their answers. Ask Ss to compare the airport
terminals in pairs. Monitor the activity around the class
and then ask some pairs to tell the class.
To research and present other airport terminals in your
country
collect information from the Internet about airport
terminals and make notes. Then ask Ss to use their notes
to write a short text about airport terminals. Ask various Ss
to read their text to the class. Alternatively, assign the task
as HW and check Ss' answers in the next lesson.
ENDING THE Ss present their monologues.

LESSON
Values links

and why?
212
Lesson plan

Date: Teacher name:
Listen and read for gist, read for cohesion and coherence, write an email
reviewing a concert
Assessment Learners have met the learning objective if they can: write an email reviewing
criteria a concert
links
Previous learning
Plan
BEGINNING To revise the airport terminals in your country. Revise the
THE LESSON words.
PRESENTATION To complete a list of dos and don’ts relating to being a

AND PRACTICE responsible tourist
8.1.1.10 Ask Ss to read the words in the list and complete the task.
8.4.5.1
To give advice incorporating the value of being a
8.4.2.1 responsible tourist Ask Ss to work in pairs and complete
the task and then ask some Ss to share their answers with
8.1.7.1 the rest of the class.
To test knowledge learnt in this module/ to do a quiz

213
statements and mark them as true or false. Tell Ss they
can review the module and find the relevant information to
help them if necessary. Check Ss’ answers.
To consolidate vocabulary learnt in the module/to write
a quiz
look through the module and think of quiz questions.
Tell Ss they can use the quiz in the previous task as a
model. Offer an example (e.g. You can cross the River
Thames on a cable car. [T]) Ss can swap their quiz with
another pair and do it and then report back to the class.
Song To listen and read for gist

Read out the list of words and explain/elicit the meanings.
Give Ss time to complete the task. Play the recording. Ss
listen and check their answers.
To complete a list of dos and don’ts relating to being a

responsible tourist
Ask Ss to read the words in the list and complete the task.
To give advice incorporating the value of being a
responsible tourist Ask Ss to work in pairs and complete
the task and then ask some Ss to share their answers with
the rest of the class.

statements and mark them as true or false. Tell Ss they
can review the module and find the relevant information to
help them if necessary. Check Ss’ answers.
To consolidate vocabulary learnt in the module/to write
a quiz
look through the module and think of quiz questions.
Tell Ss they can use the quiz in the previous task as a
model. Offer an example (e.g. You can cross the River
Thames on a cable car. [T]) Ss can swap their quiz with
another pair and do it and then report back to the class.
ENDING THE To discuss the main message of the song

LESSON
214
Values links

and why?
215
Lesson plan

Date: Teacher name:
Listen and read for gist, read for specific information, learn about values
Listen and read for gist, read for specific information, learn about values, do a
quiz
quiz, write a quiz
Assessment Learners have met the learning objective if they can: discuss the values
criteria
links
Previous learning Travel and transport vocabulary
Plan
BEGINNING Revision of the modules 5 6 7 vocabulary & UE
THE LESSON
PRESENTATION Summative assessment for the term. (40 min)

AND PRACTICE
8.3.3.1
ENDING THE Play the recording. Ss listen and check their answers. The
LESSON Ss sing a song
Values links
216

and why?
217
MODULE 5 “Reading for pleasure”

Project work Green issue Green Eating
Date: Teacher name:
Learning 8.5.7.1 - use with minimal support appropriate layout at text level for a range
objectives(s) that of written genres on familiar general and curricular topics;
contributing to range of familiar general and curricular topics, including some extended texts;
8.5.8.1 - spell most high-frequency vocabulary accurately for a range of
curricular topics;
curricular topics;
8.4.8.1 use familiar and some unfamiliar paper and digital reference resources
with little support to check meaning and extend understanding
activity accurately
Previous learning Transport and travel vocabulary
Plan
Resources Notes
Beginning the To discuss about title of the issue- Green Eating
lesson Food for thought.
Ask Ss to read the title of the text.
8.1.1.1
What do you think about meaning?
How can you help the Earth by doing nothing?
Suggested Answer I think the text is about

eating and shopping for food that is good for our
health and the environment.
Main Activities Step 1 Read the text again and mark the
sentences as T or F. Then explain the words on
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8.4.2.1 bold.
1 T 2 T 3 F 4 T 5 F 6 T
Step 2 Match the words/ phrases to their meaning.

8.3.3.1 1 e 3 c 5 g 7 j 9 f 2
a 4 h 6 i 8 b 10
Step 3 Complete the sentences using ideas from

the text
Suggested Answers
8.3.3.1 1 reduce greenhouse gases.
2 eat fresher and less packaged produce.
3 save money and reduce packaging.
Step 4 Think of three things that impressed you

from the text. Allow Ss some time to read the
statements and mark them. Tell Ss they can
review the module and find the relevant
8.2.6.1 information to help them if necessary. Check Ss’
answers.
Suggested Answer
I was impressed by how if we stopped eating meat
it would help the environment more than if we
stopped all transportation of goods.
I also liked the idea of buying in bulk and saving
money. I found it interesting that less energy is
wasted buying produce in season
Step 5 Choose a topic. In three minutes write a

few sentences on it. Read them to the class.
Suggested Answers
8.5.8.1 Topic 1 I don’t think we buy any organic
vegetables as we buy them from a big
supermarket. I don’t know if they are grown
locally or how they are grown. My family has
never thought about the importance of how
vegetables are grown.
8.4.8.1 Topic 2 I try to buy products with recycled
packaging because I know this helps the
environment. I don’t buy used clothes or used
items only because I don’t know where to buy
good quality items. I would like to learn more
about what is available in recycled products.
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Ending the lesson Project work. Keep a record of the things your
parents buy when they go food shopping this
8.5.7.1 week. Are they environmentally-friendly food
8.5.9.1 shoppers? Then report it to the class.
Values links
prompt less able learners to ask a range monitor question production values links: benefits of
of questions with different question in group activity hobbies
proceeding to quiz
word etc..

and why?
220
Lesson plan
School:
LESSON: Module 8 Lesson 1
Food and Drink Vovabulary
Date: Teacher name:
Learning C10 - 8.1.10.1 - use talk or writing as a means of reflecting on and exploring a
objectives(s) that range of perspectives on the world
this lesson is S7 - 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
contributing to about a range of general topics, and some curricular topics
use some target vocabulary successfully in opinion tasks and show some gist
use most target vocabulary successfully inn opinion tasks and show some gist
use most target vocabulary successfully in opinion tasks, read effectively for
gist and identify all specific information
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about
criteria food and drink, cooking methods, special dishes and meals
Value links Exploration of the themes of food and drinks
Cross - curricular Food and Drinks around the World
links
Plan
BEGINNING What’s in this module?
THE LESSON
Read the title of the module Food & Drink and ask Ss to
suggest what they think it means. Go through the topic list and
stimulate a discussion to prompt Ss’ interest in the module.

Explain/Elicit the meaning of any unknown words, then Ss
find the page numbers for the items listed. Ask questions to
check Ss’ understanding.
Answer Key a food calendar (p. 88) Have you ever
seen/used a food calendar? Do you know any of these
festivals/special dishes? Would you like to try them? Why
(not)?
221
a menu (p. 94) Where can you see a menu? What would you
like to eat/drink from this menu?
measurements (p. 97) Which of these measurements do you
use? What do they measure?
What’s in this module?

Read the title of the module Food & Drink and ask Ss to
suggest what they think it means. Go through the topic list and
stimulate a discussion to prompt Ss’ interest in the module.

Explain/Elicit the meaning of any unknown words, then Ss
find the page numbers for the items listed. • Ask questions
to check Ss’ understanding.
Answer Key
a food calendar (p. 88) Have you ever seen/used a food
calendar? Do you know any of these festivals/special dishes?
Would you like to try them? Why (not)?
a menu (p. 94) Where can you see a menu? What would you
like to eat/drink from this menu?
measurements (p. 97) Which of these measurements do you
use? What do they measure?
AND PRACTICE
1 To present foods and drinks
C10 Direct Ss to the pictures. • Play the recording. Ss listen

and repeat chorally and/or individually.
S7
2 To talk about foods and drinks
Read the question and the example aloud and then ask various
Ss to offer answers.
I’d eat pizza/roast chicken with potatoes and carrots/ grilled
fish and rice for dinner. I’d eat salad/a burger for lunch.
I’d eat cereal with milk/yoghurt for breakfast. I’d eat
chocolate cake/yoghurt/fresh fruit for dessert. I’d drink orange
juice for breakfast. I’d drink a milkshake for a snack.
3 To talk about foods and drinks

Read the question and the example aloud and then elicit
answers from various Ss from around the class.
I like eating chocolate cake because it is delicious. I like
eating yoghurt because it is light. I like eating roast
chicken with potatoes and carrots because it is filling. I
222
like eating cereal because it is light. I like drinking orange
juice because it is tasty. I like eating burgers because they
are delicious. I like eating pizza because it is tasty. I
like eating grilled fish and rice because it is nourishing. I
like eating salad because it is healthy. I like drinking
milkshakes because they are tasty.
ENDING THE (An activity to consolidate the language of the lesson.) Ask
LESSON the pupils to speak about food and drinks they like with
possible reasons for it.
Values links

and why?
223
Lesson plan
School:
Reading +Vocabulary 1a
Date: Teacher name:
Learning 8.2.6.1L6 – deduce meaning from context with little or no support in extended
objectives(s) that talk on a growing range of general and curricular topics
this lesson is 8.4.5.1R5 – deduce meaning from context in short texts and some extended
contributing to texts on a growing range of familiar general and curricular topics
8.4.4.1R4 – read a growing range of extended fiction and non-fiction texts on
8.4.2.1L4 – understand specific information and detail in texts on a growing
range of familiar general and curricular topics, including some extended texts
8.4.7.1R7 - recognise typical features at word, sentence and text level in a
range of written genres
8.3.7.1S7 – use appropriate subject-specific vocabulary and syntax to talk
8.1.8.1C8 – develop intercultural awareness through reading and discussion
8.3.5.1S5 – interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
8.5.2.1W2 – write with minimal support about real and imaginary past events,
curricular topics
listen and read for gist and for specific information, prepare a calendar of
festivals
listen and read for gist and specific information, to learn cooking methods,
prepare a calendar of festivals
listen and read for gist and specific information, to cooking methods, talk
about festival food, prepare a calendar of festivals
Assessment Learners have met the learning objective if they can: prepare a calendar of
criteria festivals and talk about festival food
Value links Food and Drinks around the World
Cross - curricular Food and Drink
links
Plan
224
BEGINNING 1 To introduce the topic; To listen and read for gist
THE LESSON Ask Ss to look at the pictures and guess which festival each
food is related to. Play the recording. Ss listen and read the
8.2.6.1 text and find out.
8.4.5.1 Answer Key
haggis – Burns Night minestrone – Sagra delle Virtú
8.4.4.1 smoked fish – Midsummer hotdogs, corn on the cob –
Independence Day jerk chicken – Notting Hill Carnival
parkin – Bonfire Night Dundee cake – Hogmanay
Refer Ss to the Word List to look up the words in the Check
these words box. • Play the video for Ss and elicit their
comments.
AND PRACTICE
Explain the task. Allow Ss time to read the headings and then
read the text again and complete the task. Check Ss’ answers.
8.4.2.1
Answer Key
8.4.5.1 A 7 B 5 C 2 D 6 E 8 F 1 G 3

Read out the example question and answer and then ask Ss to
ask and answer questions based on the text in closed pairs.
Monitor the activity around the class and then ask some Ss to
ask and answer in front of the class.
A: What do the Swedish and Finnish celebrate between 20th
and 26th June? B: Midsummer. A: What do people
do on 4th July in the USA? B: They watch fireworks, and
have barbecues and picnics. A: What dish do people eat at
8.4.7.1 the Notting Hill Carnival? B: They eat jerk chicken.
A: When is Guy Fawkes’ Night? B: It is on 5th
November. A: What is the New Year’s Eve celebration
called in Scotland? B: It’s called Hogmanay.

Explain the task and give Ss time to complete it referring to
the text as necessary.
Answer Key 1 dinner 3 vegetables 5 street
2 thick 4 fireworks 6 colourful
Then read out the example sentences and give Ss time to
8.4.7.1 make sentences based on the text using the collocations.
Elicit answers from Ss around the class.
Minestrone is a type of thick soup. It is made with fresh
225
vegetables. On Independence Day, there are fireworks
displays across America. Notting Hill Carnival is a street
festival in London. There is a colourful parade with Caribbean
music.

Explain the task and give Ss time to use the underlined
words/phrases in the text to complete the sentences. Check Ss’
answers.
Answer Key 1 main course 3 population 5 ashes
2 early hours 4 stuffed
8.3.7.1
6 To practise new vocabulary
Explain the task and give Ss time to complete it. • Ask Ss
to check their answers in their dictionaries.
Suggested Answer Key 1 bitter 3 spicy 5 dessert
2 still 4 grate 6 recipe
7 To present & practise vocabulary for cooking methods
& foods
Explain the task and ask a pair of Ss to model the example
exchange. Explain or elicit the meanings of any unknown
words and then ask Ss to work in pairs and discuss the foods
and cooking methods following the example. Monitor the
activity around the class.
A: How do you like your potatoes?
B: I like them mashed or fried. What about you?
A: I like them baked.
B: How do you like your fish?
A: I like it grilled. What about you?
B: I like it fried and I like it baked, too.
A: How do you like your chicken?
B: I like it roasted. What about you?
A: I like it fried.
B: How do you like your vegetables?
A: I like them grilled. What about you?
B: I like them raw. I don’t like boiled vegetables at all!
8.1.8.1 A: How do you like your rice?
B: I like it boiled. What about you?
8.3.5.1 A: I like it steamed.
B: How do you like your lamb?
A: I like it roasted. What about you?
B: I don’t like lamb at all!
8 To talk about food festivals; to expand the topic

Divide the class into small groups and explain the task. Allow
226
Ss time to think about various food festivals in their country
and make a list and include what foods people eat during the
festivals. Then ask various groups to use their list to present
the festivals to the class.
8.5.2.1
Orthodox Christmas – December – fruit and nuts, chocolates
and baursak (like doughnuts), salads and plov (rice, beef and
carrots cooked in oil and cumin) International Women’s Day
– 8th March – family meal (usually cooked by a man).
Chocolates often given as a gift. Orthodox Easter –March or
April - boiled eggs in bright colours, round sweet bread called
kulich Almaty apple festival – September – all kinds of apple
dishes
9 To prepare a festival calendar

Explain the task and have Ss work in the same groups as
before and produce a festival calendar similar to the text in
Ex. 1 either in class or as HW. Ask the groups to present their
calendars to the class.
Orthodox Christmas is in December and the Kazakh people
eat fruit, nuts and sweets such as chocolates and baursak
which are like doughnuts. They also eat salads and plov. This
is rice, beef and carrots cooked in oil and cumin.
On International Women’s Day, on 8th March, the Kazakh
people usually have a family meal which is usually cooked by
a man. Men often give chocolates to women as a gift.
At Orthodox Easter in March or April, people eat boiled eggs
in bright colours and a round sweet bread called kulich.
At the Almaty Apple Festival in September, people eat all
kinds of apple dishes.
ENDING THE Ss present the calendars to the class Student’s

LESSON Book:
Language
Review 8a
Workbook:
8a
Values links
227

and why?
228
Lesson plan
School:
Use of English 8b
Date: Teacher name:
Learning 8.5.2.1 – write with minimal support about real and imaginary past events,
objectives(s) that activities and experiences on a range of familiar general topics and some
this lesson is curricular topics
contributing to 8.6.4.1 – use an increased variety of determiners including all, half, both [of]
in pre-determiner function on a range of familiar general and curricular topics
Learn/revise a/an-some/any-no-(how)much/many-a lot/lots of-(a) few/(a) little
Learn/revise a/an-some/any-no-(how)much/many-a lot/lots of-(a) few/(a) little,
learn food categories, learn/revise several, plenty of, (a large/small)
amount/number
Learn/revise a/an-some/any-no-(how)much/many-a lot/lots of-(a) few/(a) little,
learn food categories, learn/revise several, plenty of, (a large/small)
amount/number, learn containers, learn word formation (verb suffixes), learn
all, both (of) half
Assessment Learners have met the learning objective if they can: use phrases of
criteria measurement corretly.
Value links Food and Drinks around the World
links
Previous learning Food Festivls.
Plan
BEGINNING To revise food and drinks
THE LESSON
PRESENTATION 1 To present countable/uncountable & quantifiers

AND PRACTICE
Go through the table with Ss and elicit the L1 equivalents for
the examples.
8.5.2.1
(Ss’ own answers)
Ask and elicit answers for the question in the rubric. Explain
that we also use any in questions (e.g. Is there any …?).
229
Answer Key
Affirmative: an, one, some, a lot/lots of, (a) few, (a) little, no
Negative: many, much, any Questions: How many, How
much, any
2 To practise using countable/uncountable & quantifiers

8.5.2.1
Explain the task. • Ss do the task in closed pairs. Check
Ss’ answers.
Answer Key 1 any 4 a lot of 7 much 10 a few
2 much 5 a little 8 no
3 a few 6 much 9 a lot of
3 To present vocabulary related to food/drinks

Explain/elicit the meaning of any unknown words. Give Ss
time to copy and complete the table in their notebooks. Check
Ss’ answers around the class. Then give Ss two minutes to add
as many more words as they can.
meat dairy
fruit & vegetables
desserts
beef U chicken U lamb U (pork)
milk U cheese U yoghurt U (butter, cream)
cabbage C potato C lettuce C carrot C apple C pear C banana
C grape C (lemon, orange, tomato, peach)
cake U ice cream U (apple pie, lemon tart)
4 To practise using quantifiers, a/an and some/any,

much/many
Explain the task. Give Ss time to complete it. Check Ss’
answers.
Answer Key 1 some 2 any 3 an 4 a 5 much
6 lots 7 any 8 many 9 some
8.5.2.1
5 a) To present several, plenty of, (a large/small)
amount/number
Go through the table with Ss and elicit the L1 equivalents for
the examples.
(Ss’ own answers)
Ask the question in the rubric and elicit answers from Ss
around the class.
Answer Key
We use plenty of with countable and uncountable nouns. We
use several only with countable nouns to express a small
number of something. We use (a large/small) amount of with
uncountable nouns. We use (a large/small) number of with
countable nouns. b) To practise several, plenty of, (a large/
230
small) amount/number
Explain the task. Give Ss time to complete it. Check Ss’

answers.
Answer Key
1 several 2 number 3 plenty 4 amount
6 To present containers
Read out the containers in the list and ask Ss to complete the
gaps under the pictures with them. Play the recording for Ss to
listen an check their answers.
Answer Key
1 box 2 bottle 3 bag 4 packet 5 carton
6 can
7 Practising word formation (verb suffixes)

Ask Ss to read the theory box and then explain the task. Give
Ss time to complete the task and then check their answers.
Answer Key
1 strengthen 2 classify 3 specialise 4 formulating
8 To present and practise all, both (of), half

Go through the table with Ss and explain any points they are
unsure of. Give Ss time to complete the sentences and then
check Ss’ answers.
Answer Key 1 Both 2 all 3 half 4 Both
ENDING THE A Grammar quiz. (Teacher’s ideas) Workbook:

LESSON 8b & Use of
English 8
Values links

and why?
231
Lesson plan
School:
Skills 8c
Date: Teacher name:
Learning 8.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings;
objectives(s) that 8.2.3.1 - understand with little or no support most of the detail of an argument
this lesson is in extended talk on a wide range of general and curricular topics;
contributing to 8.4.3.1 - understand the detail of an argument on a range of familiar general
8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics;
8.6.15.1 - use infinitive forms after a limited number of verbs and adjectives;
use gerund forms after a limited variety of verbs and prepositions; use some
curricular topics;
8.6.13.1 - use a growing variety of modal forms for different functions:
obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics;
Listen and read for gist, read for specific information, learn prepositional
phrases
phrases, learn phrasal verbs with break, listen for specific information, talk
about eating habits
phrases, learn phrasal verbs with break, listen for specific information, talk
about eating habits, write an email
Assessment Learners have met the learning objective if they can: talk about eating habits
criteria and write an email
Value links Food and Drinks around the world
links
232
Previous learning Natural disasters and grammar
Plan
BEGINNING 1 To listen and read for gist RECORDIN
THE LESSON Ask Ss to look at the picture and read the title of the text. G
Elicit Ss’ guesses as to what the text is about. Play the VIDEO +
8.1.9.1 8.2.3.1 recording. Ss read the text and find out. QUESTIONS
8.4.3.1 8.4.4.1 Answer Key
I think food affects how the brain works.
Play the video for Ss and elicit their comments.
PRESENTATION To read for specific information
AND PRACTICE
Ask Ss to read the questions and answer choices 1-3. Give Ss
time to read the text and complete the task. Check Ss’ answers
8.4.2.1 around the class.
Answer Key 1 A 2 C 3 C
these words box.
8.3.7.1
3 To assess acquired knowledge from a text, to express an
opinion
Ask Ss to discuss the questions in pairs. Monitor the activity
around the class and then ask various Ss to tell the class.
8.6.15.1 Suggested Answer Key

I learnt about how food affects the functions in the brain.
I will try to eat more protein and fatty acids to help my brain
be healthy.
4 To present and practise prepositional phrases

Explain the task and give Ss some time to complete it then
check Ss’ answers.
8.6.15.1 Answer Key
1 At 2 in 3 on 4 for 5 in
5 To present and practise phrasal verbs with break
8.2.4.1 Read out the box and explain the task. Give Ss time to
Answer Key 1 out 2 down 3 into 4 up
Recording
6 To listen for specific information
Explain the task and ask Ss to look at the gapped text and
233
8.5.2.1 think about what the missing information might be. •
Play the recording. Ss listen and complete the blanks 1-5. •
8.6.13.1 Check Ss’ answers.
Answer Key 1 cereal 2 apple 3 beef 4 ice cream 5
cake
7 To talk about eating habits

8.5.1.1
Ask Ss to talk in pairs about their eating habits using the table
to help them. Monitor the activity around the class and then
ask various Ss to tell the rest of the class.
I don’t eat any cake or biscuits, but I eat some sweets from
time to time. I don’t drink any milk, but I eat a lot of fruit.
8 To write an email
Explain the task. Allow time for Ss to complete their emails
following the directions. Ask various Ss around the class to
read their emails aloud to the class.
Hi John, I hope you are well. I have some ideas about how
you can improve your concentration and performance at
school. Firstly, the brain works better if it gets enough
amino acids. You can find these in meat, fish, eggs and dairy
products. It also needs fatty acids from oily fish, liver and
dark green vegetables. Finally, it needs the micronutrients in
fruit, vegetables and nuts. By eating a healthy diet that
includes these foods, you can improve your mental
performance. Hope this is helpful. Write soon,
Olga
ENDING THE Ask various Ss around the class to read their emails aloud to Student’s
LESSON the class. Book:
Language
(Other Ss listen carefully and ask questions if necessary) Review 8c
Workbook:
8c
Values links
and why?
234
Lesson plan
School:
Across Cultures 8e
Date: Teacher name:
Learning 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on
objectives(s) that familiar and some unfamiliar general and curricular topics;
talk on a growing range of general and curricular topics
8.1.8.1 - develop intercultural awareness through reading and discussion;
8.5.4.1 - use with some support style and register appropriate to a variety of
listen and read for gist, for specific information
listen and read for gist, read for specific information, compare breakfast
listen and read fir gist, read for specific information, compare breakfast, write
about typical lunch food in the UK an in Kazakhstan
Assessment Learners have met the learning objective if they can: compare breakfasts and
criteria write about typical lunch food in the UK and in Kazakhstan
links
Previous learning Everyday English
Plan
BEGINNING 1 To introduce the topic; to read for gist VIDEO +
THE LESSON Direct Ss' attention to the title of the text and the pictures and QUESTIONS
elicit how breakfast in the UK is similar/different to breakfast
8.4.2.1 in Kazakhstan. Allow Ss time to read through the texts and
find out.
8.4.4.1
Suggested Answer Key Both countries have a simple
breakfast during the week. Both nations have porridge as a
breakfast dish and both the British and the Kazakhs drink tea.
Ask Ss to use their dictionaries to look up the meanings of the
words in the Check these words box. Play the video for Ss and
elicit their comments.
235
PRESENTATION 2 To read and listen for key information; to compare
AND PRACTICE breakfast habits of two countries
Explain the task. Play the audio and ask Ss to listen and
8.2.6.1 follow the text in their books. Then ask Ss to compare the
breakfast habits of people in the UK and in Kazakhstan in
8.1.8.1 pairs following the example. Monitor the activity around the
class and then ask some Ss to tell the class.
A typical British breakfast includes fried eggs, bacon,
sausages, baked beans and toast. It can also include black
pudding, fried mushrooms and tomatoes. A typical Kazakh
breakfast includes lots of dairy-based products such as milk
and ayran. During the week, both British and Kazakh people
might eat porridge, or bread with different toppings. The
British eat toast with butter and jam or marmalade, or
breakfast cereal, while the Kazakhs eat fried eggs, bread, jam,
8.5.4.1 milk and berries. People from both countries drink tea with
breakfast.
3 To write a text about what people in the UK and
Kazakhstan eat for lunch
Explain the task and tell Ss they must research online and
collect information about lunch foods in the UK and in
Kazakhstan and then write a short text. Assign the task as
HW. Ask Ss to read their texts to the class.
A typical lunch in the UK is a sandwich with a packet of
crisps, some fruit, and a drink. Cheese, ham or chicken
sandwiches are popular. Alternatively, soup is a popular lunch
choice. The exception is on Sundays, when a full meal of roast
meat and vegetables is served in the middle of the day.
Lunch in Kazakhstan is very different. It is a large, cooked
meal. Lunch consists of a dish of boiled meat or sausages,
usually with dough balls with a sauce and bread, along with
tea.
ENDING THE Ask various Ss to read their text to the class. Alternatively, Student’s
LESSON assign the task as HW and check Ss' answers in the next Book:
lesson. Language
Review 8e
Workbook:
Vocabulary
Bank 8
Values links
236

and why?
237
Lesson plan
School:
Date: Teacher name:
contributing to talk on a growing range of general and curricular topics
listen and read for gist, read for specific information
listen and read for gist, read for specific information, talk about food labels
listen and read for gist, read for specific information, talk about food labels,
present food labels
Assessment Learners have met the learning objective if they can: talk about food labels
criteria and present food labels
links
Previous learning Across Cultures
Plan
BEGINNING 1 To introduce the topic and listen and read for gist
THE LESSON Ask Ss to look at the labels. Elicit Ss’ guesses as to what they Recording
are for. Play the recording. Ss listen and read the text and find
8.2.6.1 VIDEO +
out. QUESTIONS
8.4.2.1 Suggested Answer Key
The labels are found on food products and give information
about storage, ingredients, nutrition and more.
AND PRACTICE
Ask Ss to read the statements 1-5. Give Ss time to read the
text again and complete the task. Check Ss’ answers around
8.4.2.1 the class.
Answer Key 1 F 2 F 3 T 4 DS 5 T
238
1 In different countries, there are different laws about what
information a label must contain. 2 After opening, it
should be kept in the fridge or freezer.
these words box. • Play the video for Ss and elicit their
comments.
8.1.3.1
8.1.10.1
Give Ss time to read the text again and formulate their
answers. Then ask various Ss to tell the class.
I think it is important for food products to have labels so we
can know exactly what we are eating and make informed
decisions about products before we buy them.
4 To prepare a poster
Ask Ss to work in small groups and collect labels from
various food products in their country. Then ask various
groups of Ss to present them to the class.
(Ss’ own answers)
ENDING THE To make a positive change by being a global citizen you can: Student’s
LESSON volunteer for a group that helps your local community. Book:
Language
sign a petition that campaigns for positive action to help the Review 8f,
environment. Prepositions
email/tweet your local MP or a world leader to encourage Workbook:
them to make a positive change. 8d,e,f
Values links

and why?
239
Lesson plan
School:
Writing 8g
Date: Teacher name:
Learning 8.4.5.1 - deduce meaning from context in short texts and some extended texts
objectives(s) that on a growing range of familiar general and curricular topics;
this lesson is 8.4.4.1 - read a growing range of extended fiction and non-fiction texts on
contributing to familiar and some unfamiliar general and curricular topics;
of written genres
8.5.4.1 - use with some support style and register appropriate to a variety of
read for gist, read for cohesion and coherence
read for gist, read for cohesion and coherence, write an email following the
plan
read for the gist, read for cohesion and coherence, write an email describing
how to make your favourite food
Assessment Learners have met the learning objective if they can: write an email describing
criteria your favourite food
links
Previous learning Across the curriculum
Plan
BEGINNING 1 To read for specific information
THE LESSON Ask Ss to read the text and then elicit answers to the
questions.
8.4.5.1
Answer Key
8.4.4.1 The writer is Luiza. It is about a recipe for a dish.
PRESENTATION 2 To read for cohesion and coherence
AND PRACTICE
Explain the task and ask Ss to read the email again. Give Ss
time to complete the task using their dictionaries as necessary.
Play the recording for Ss to listen and check their answers.
240
8.4.7.1 Answer Key 1 Chop 3 peel 5 boil 7 sprinkle
2 grate 4 Fry 6 Pour
3 To practise saying measurements

Ask Ss to look at the recipe for chocolate cake and read the
box explaining measurements and ask and answer in pairs
following the example. Monitor the activity around the class
and then ask some Ss to ask and answer in front of the class.
A: How much sugar do we need?
B: 150 g. How much cocoa powder do we need?
A: 100 g. How much baking powder do we need?
B: 2 tsp. How many eggs do we need?
A: Three. How much milk do we need?
B: 250 ml. How much butter do we need?
A: 250 g.
4 To write an email
Explain the task and give Ss time to write their emails using
8.5.1.1 the plan to help them. Remind Ss to use the email in Ex. 1 as a
8.5.4.1 model and to use appropriate cooking verbs. Remind Ss to
check their piece of writing and edit it. Check Ss' answers.
Alternatively, assign the ask as HW and check Ss' answers in
the next lesson.
Hi Katy,
How are you? I’ve got the recipe you asked for. I’m so glad
you liked the meatballs I cooked on Saturday. It’s my
favourite dish. First, you need 500 g of minced beef, an
egg, an onion, a carrot, a green pepper and some breadcrumbs.
Wash the vegetables and grate the carrot and chop the onion
and the pepper finely. Then, mix the beef, egg, vegetables and
breadcrumbs together. Season with salt and pepper. Next,
make small balls and put them in a baking dish with some
olive oil. Bake for 25 minutes at 200° C. When they’re ready,
serve with mayonnaise or tomato sauce. You can change
some of the ingredients if you want. For example, you can add
herbs. Write back and tell me what you think.
Best Wishes,
Maria
241
ENDING THE Ss may read their writings to the class Student’s
LESSON Book: Self-
Check 8
Workbook:
8g
Values links

and why?
242
Lesson plan
School:
Edutainment 8
Date: Teacher name:
Learning 8.1.2.1 - use speaking and listening skills to provide sensitive feedback to
objectives(s) that peers;
this lesson is 8.1.4.1 - evaluate and respond constructively to feedback from others;
contributing to 8.1.5.1 - use feedback to set personal learning objectives;
curricular topics8.4.6.1 - recognise the attitude or opinion of the writer on a
growing range of unfamiliar general and curricular topics, including some
extended texts;
8.5.2.1 - use a growing variety of quantifiers for countable and uncountable
nouns including several, plenty, a large/small number/amount on a range of
8.6.3.1 - use a growing variety of compound adjectives and adjectives as
topics;
curricular topics;
8.6.9.1 - use appropriately a variety of active and passive simple present and
past forms and past perfect simple forms in narrative and reported speech on a
talk on a growing range of general and curricular topics
on a growing range of familiar general and curricular topics
243
Listen and read for a gist, learn about values, do a quiz, write a quiz, discuss
values
Assessment Learners have met the learning objective if they can: speak about values
criteria
links
Previous learning Writing an email
Plan
BEGINNING Summative assessment for Unit 8 “ Food and Drink” – 20
THE LESSON minutes
PRESENTATION 1 To discuss the value of healthy eating habits and

AND PRACTICE express an opinion
Ask Ss to read the list of healthy eating habits and ask Ss to

discuss in pairs which ones they follow and which bad habits
they are going to change. • Monitor the activity around
the class and then elicit further answers from Ss around the
class.
(Ss' own answers)
2 Preparing a poster
research on the Internet and gather information to prepare a
poster. • Give Ss time to complete the task and then ask
various Ss to show their posters to the rest of the class.
3 To test knowledge learnt in this module/to do a quiz

Explain the task. Allow Ss some time to read the statements
and mark them as true or false. • Tell Ss they can review
the module and find the relevant information to help them if
necessary. • Check Ss’ answers.
Answer Key 1 F 2 F 3 F 4 T 5 T
6 T
244
4 To consolidate vocabulary learnt in the module/to write
a quiz
Explain the task and allow Ss time to work in pairs and look
through the module and think of quiz questions. • Tell Ss
they can use the quiz in the previous task as a model. Offer an
example (e.g. Burns Night is on 25th January. [T]). • Ss
can swap their quiz with another pair and do it and then report
back to the class.
1 A festive food in Sweden is jerk chicken. [F]
2 Scottish people eat haggis at Hogmanay. [F]
3 Parkin is a type of toffee. [F]
8.2.6.1 4 Iron and copper are types of fatty acids. [F]
8.4.5.1 5 Amino acids are found in proteins. [T]
6 British people often have cereal for breakfast. [T]
7 In the UK, people drink coffee with breakfast. [F]
8 Food labels are different in different countries. [T]
5 To listen and read for gist

Read out the list of words/phrases and explain/elicit the
8.1.8.1 meanings. Elicit Ss’ guesses as to what the song is about. Play
the recording. Ss listen, read and check if their guesses were
correct.
The song is about meeting with family and friends and
celebrating.
6 To discuss the main message of the song

Ask Ss to think about the question in the rubric. Ask various
Ss to discuss their thoughts and then share their answers with
the class.
I think the singer enjoys family celebrations because he/she
likes to spend time with their family and have fun.
ENDING THE Play the video and elicit Ss’ comments at the end. VIDEO +
LESSON QUESTIONS
Values links
245

and why?
246
Lesson plan

Project work Green issue Green Fitness
Programe
Date: Teacher name:

curricular topics
activity accurately
Plan
Resources Notes
Beginning the 1.Read the title of the text. How can it be related
lesson to the pictures? Read and check.
8.3.7.1 Suggested Answer

The title refers to keeping in shape and the
environment and it is related to the pictures of
people exercising and doing outdoor activities.
247
Main Activities 2.Read the text again. Fill in the gaps with the broomstick
appropriate word. Compare with a partner. 3 • pitch •
Match the words in bold (1-8) in the text to their keeper •
8.4.2.1 meanings (a-h). hoop • score
Answer Keys • guard •
1 at 2 or/and 3 When 4 than athlete •
5 be 6 makes 7 less 8 too teamwork •
9 This 10 when 11 if 12 to chest • serve
• net • set up
3.Match the words in bold (1-8) in the text to their
meanings (a-h).
Answer Key: 1 f 2 d 3 a 4 h
8.3.7.1 5 b 6 g 7 c 8 e
8.2.5.1
4. Read the text again and say how you can get fit
and help the environment at the same time. What
else can you do?
Suggested Answer
We can get fit and help the environment at the
8.3.5.1 same time by walking and cycling instead of
driving to places. We can also do outdoor
activities, like gardening, that help the
environment and are good exercise. Another idea
is to get involved in clean-up days and help clean
up the environment while exercising.
5.Is your ‘fitness programme’ green? Tell your

partner.
8.3.5.1
Suggested Answer
I play a lot of outdoor sports like football and
basketball that don’t use electricity. I also like to
ride my bike in the park and I never go to gyms.
6.Work in pairs. Use the information in the text to

persuade your friend to follow the Green Fitness
Programme. Think about:
positive impact on the environment • how it will
help your friend get fit
Suggested Answer
You should follow a Green Fitness Programme
8.1.1.1 because you will help the environment and get fit
as well. By riding your bike or walking, you
exercise and reduce emissions from cars. Also by
exercising outside you get fresh air and don’t use
electricity as it produces CO2 and causes global
warming. Other activities, like gardening are great
ways to get exercise and help the environment.
Starting a compost heap gets you moving and
helps plants so they need less water.
248
7.Project:
a) In groups, try to think of other ways to help the
environment while working out. Then prepare a
poster presenting your findings to the class.
b) Follow your Green Fitness Programme for two
weeks. Has it helped you look and feel great? Tell
the class.
Ending the lesson 7. Project: Then report your experience to the

8.3.7.1 class.
8.5.6.1
Values links
word etc..

and why?
249
`Module 9 “The world of work”

Vocabulary
Date: Teacher name:

Learning 8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a
objectives(s) range of general topics, and some curricular topics;
that this 8.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings;
lesson is 8.4.2.1 - understand specific information and detail in texts on a growing range of
contributing familiar general and curricular topics, including some extended texts;
to
objectives 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
entertainment
Assessment Learners have met the learning objective if they can: talk about entertainment
criteria
Cross - Entertainment & the Media
curricular
links
Previous Daily routines & free-time activities

learning
Plan
Planned Planned activities (replace the notes below with your Teacher Notes
timings planned activities)
BEGINNING Look at the pictures (1-12).
THE Listen and repeat
LESSON
To generate topic-related vocabulary
8.3.7.1 • Write the title ‘entertainment’ on the board and the
examples ‘actor’ and ‘singer’. Explain the task to Ss.
Allow them one minute to complete the task.
• Ask Ss to share their answers with their partner and
then with the rest of the class.
250
PRESENTAT 1. What does each person do at work? Use the phrases Suggested Answer Key
ION AND to tell the class. dancer, comedian,
PRACTICE musician, clown,
Write the title ‘entertainment’ on the board and the director, composer,
8.3.7.1 examples ‘actor’ and ‘singer’. Explain the task to Ss. magician, ballerina,
Allow them one minute to complete the task. • Ask circus performer, etc
Ss to share their answers with their partner and then
8.1.9.1 with the rest of the class. Suggested Answer Key
The pictures show
2. Find the page numbers for ……… people who have
Direct Ss’ attention to the pictures. • Elicit a variety strange jobs. There is
of answers to the questions in the rubric. someone dressed as a
cartoon character and a
To introduce the topic and predict the content of woman who looks like
the text a statue. I think the
cartoon character works
• Direct Ss’ attention to the pictures. at a theme park and the
statue woman might be
• Elicit a variety of answers to the questions in the an actress.
rubric.
Answer Key 1 A 2 B 3
8.4.2.1 3. In a minute, write as many jobs as you can related to B 4 A 5 A • Direct Ss to
entertainment (actor, singer, etc). Compare with your the Word List to look
partner. up the meanings of the
words in the Check
Allow Ss some time to read the text again and these words box. • Play
answer the questions. • Check Ss’ answers the video and elicit Ss’
comments.
4. Look at the pictures. Where do these people work?
What do they do for a living? Listen and read to find
out. Then match the pictures to the texts
ENDING Read the texts and answer the questions. Which of the Student’s Book:
THE entertainers (A or B). ... Language Review 9a
LESSON Workbook: 9a
Values links
plan and why?
251
Lesson plan
Date: Teacher name:

Learning 8.1.3.1 respect differing points of view;
objectives(s) that 8.3.3.1 - give an opinion at discourse level on a wide range of general and
this lesson is curricular topics;
contributing to 8.2.2.1 - understand with little or no support most specific information in

nouns and compound adjectives
nouns and compound adjectives, talk about water attractions
nouns and compound adjectives, talk about water attractions, recommend and
write a blog entry
Assessment Learners have met the learning objective if they can: talk about water
criteria attractions and write a blog entry
Cross - curricular Entertainment & the Media
links
Plan
Planned timings Planned activities (replace the notes below with Teacher notes
your planned activities) Excel Resources
BEGINNING Complete with the words: costume, statue, Recording
THE LESSON humor, still, room, mask, slowly, clothes, job, Video
paint. Use the phrases to present Christina and Joe
to the class.
Tell the class three things you remember from the
texts in Ex. 2
252
PRESENTATION 1. Which of the jobs in the texts would/ Ask various Ss around
AND PRACTICE wouldn’t you like to do? Why? In three the class to say three
minutes write a few sentences. Read your things they remember
8.1.3.1 from the text.
sentences to your partner . Ex 6b
8.3.3.1
2. Fill in: artist, presenter, trainer, guard, Draw Ss’ attention to the
8.2.2.1 worker, driver, agent, surgeon, designer, Study Skills box and read
programmer, pilot, assistant to form through the examples. •
compound nouns. Listen and check. Listen Explain the task and any
again and repeat. Mind the stressed syllables. unknown words. • Allow
Ex 7a Ss some time to complete
the task. • Play the
recording. Ss listen and
check their answers
8.3.6.1 3. Listen to Petra talking about her job and Explain the task. Go
work routine and complete the table in your through the table and
notebook. Talk about Petra’s job and work make sure that Ss
routine Ex 8a,b understand the
vocabulary. • Encourage
Ss to suggest possible
answers. • Play the
recording. Ss listen and
complete the table. Play
the recording again if
necessary. • Check Ss’
answers around the class.
ENDING THE Think of an unusual job. Make notes under the Student’s Book:
LESSON headings in Ex. 8a. Write a short text. Present Language review 3a
your job to the class. Workbook: 3a
Explain the task and ask Ss to work in small
groups and think of an unusual job. • Then ask Ss
to copy the table from Ex. 8a into their notebooks
and complete it. • Allow Ss some time to complete
the task. • Ss share their jobs with the rest of the
class.
Values links
plan and why?
253
Lesson plan

Use of English
Date: Teacher name:

Learning 8.3.3.1 - give an opinion at discourse level on a wide range of general and
objectives(s) that curricular topics;
this lesson is 8.6.11.1 - use some reported speech forms for statements, questions and
contributing to commands: say, ask, tell including reported requests on a range of familiar
participles), learn comparatives, learn used to/would, talk about types of
media
media, past events
links
Plan
Planned timings Planned activities (replace the notes below with your Teacher
planned activities) notes
BEGINNING THE Reported speech

LESSON 1 Read the theory and answer the questions
Say then write on the board: “I’m very tired,” John said.
Explain that direct speech is the exact words someone says
8.6.11.1 and it is written in quotation marks. Say then write on the
board: John said (that) he was tired. Explain that reported
speech is the exact meaning of what someone says but not
the exact words and we do not use quotation marks. Explain
254
that we can use the word that to introduce the reported
speech or we can omit it.
PRESENTATION 1. Read the sentences. When do we use the verbs said?

AND PRACTICE told?
8.6.11.1 Ask Ss to read the table and then elicit when we use the
verbs said/told
Answer Key We use said in direct and reported speech
8.6.11.1 without to when it is not followed by the person being
spoken to and with to when it is followed by the person
8.2.2.1 being spoken to. We use told in direct and reported speech
with to + personal pronoun.
2. Read the sentences. When do we use the verbs said?
8.6.11.1 told?
8.3.3.1 Explain the task and then give Ss time to complete it. •
Check Ss’ answers
• Explain the task and then give Ss time to complete the
task. • Check Ss’ answers
3. Fill in: said or told.

ENDING THE Rewrite the sentences from direct into reported speech.
LESSON
8.6.11.1
8.5.3.2
Values links
plan and why?
255
Lesson plan
Date: Teacher name:

Learning 8.6.6.1 - use a variety of pronouns including indefinite pronouns anybody,
objectives(s) that anyone, anything and quantitative pronouns everyone, everything, none,
this lesson is more, less, a few on a range of familiar general and curricular topics;
contributing to 8.1.1.1 - use speaking and listening skills to solve problems creatively and
8.6.11.1 - use some reported speech forms for statements, questions and
commands: say, ask, tell including reported requests on a range of familiar

Learn about past simple and past continuous, learn word formation (-
ing/-ed participles), learn comparatives
Learn about past simple and past continuous, learn word formation (-
ing/-ed participles), learn comparatives, learn used to/would, talk
media, past events
links
Plan
Planned timings Planned activities (replace the notes below Teacher notes
BEGINNING THE 1. Report the questions and commands. Ex Answer Key

LESSO 5 1 He asked where the
manager’s office was. 2
8.6.11.1
He asked me if Fatiha was
To practise reported questions/ commands
at the meeting. 3 Inkar said
Explain the task and give Ss time to complete to/told Azat not to forget
256
PRESENTATION it. Then, check Ss’ answers. his papers. 4 He told me to
AND PRACTICE check if the file was on his
computer. 5 Lucy asked
8.6.11.1 Ben if he had read the
report. 6 Mum said to/told
8.1.6.1
Nurlan to wake up.
Answer Key 1
2. Read the theory and report the
sentences. Use the special introductory He ordered me to go to
verbs in brackets. Ex 6 my room. 2 She asked him
to give her the book. 3
To present/practise reporting verbs Ulan apologized for
• Ask Ss to read the table and then give shouting at me. 4 He
them time to complete the task. • Check refused to go to the shop. 5
Ss’ answers and then refer Ss to the Sholpan offered to show
Grammar Reference section for more Nurgul how to use the
information. cash register.
Answer Key
3. Read the theory box. Then, complete
1 writer 4 artist,
each sentence with the correct noun
mathematician 2 actor 5
formed from the words in brackets. Ex
president
7
8.1.1.1
To present/practise word formation
8.6.11.1
(people nouns from verbs/nouns) • Read
8.3.2.1 out the theory box and the examples. •
Then give Ss time to complete the
sentences by forming a noun from the
words in brackets. • Check Ss’ answers
around the class.
4. Phrasal verbs (take) 8 Read the box,
then complete the sentences. Ex 8
To present/practise phrasal verbs
with take
• Read out the box and explain the task.
• Give Ss time to complete the task. •
5. Work in groups of three. Two of you act

out a short dialogue about what jobs
you want to do when you’re older. The
third reports the dialogue to another
group. Ex 9
To act out a dialogue and practise
257
reported speech
• Explain the task and divide the class
into groups of three. • Ask two of the
students to act out a short dialogue of
two exchanges. • Ask the third student
to make notes and then report what was
said to another group. • Monitor the
activity around the class and swap the
roles of the Ss so every takes a turn at
reporting. • Encourage Ss to include
statements, questions and commands
and to use reporting verbs wherever
ENDING THE Ask various Ss around the class to read their Workbook: 3b & Use of
LESSON emails aloud to the class. English 3
(Other Ss listen carefully and ask questions if

necessary)
Values links
plan and why?
258
Lesson plan

Skills
Date: Teacher name:

this lesson is 8.2.7.1 - recognize typical features at word, sentence and text level of a
contributing to growing range of spoken genres;
8.2.8.1 - understand extended narratives on a wide range of general and
curricular topics
keep
keep, decide what to watch on TV
keep, decide what to watch on TV, create and present a TV guide
Assessment Learners have met the learning objective if they can: create and present a TV
criteria guide
links
Plan
Planned timings Planned activities (replace the notes below Teacher Notes
with your planned activities) Excel Resources
BEGINNING Read the title and look at the picture. What Recording
THE LESSO does Dylan do for a living? Think of three Suggested Answer Key Dylan
questions you would like to ask him. Read the is an artist. 1) When did
text and see if you can answer them. Ex 1 Dylan first begin painting?
To predict the topic of the text; (As a child) 2) How did
Dylan become known in the
to read for specific information • Read the
259
8.4.2.1 title of the text aloud and direct Ss’ attention art world? (Through art
to the picture. • Elicit Ss’ guesses as to what shows) 3) What advice would
8.2.8.1 Dylan does for a living and elicit three Dylan give to other young
questions from the class. • Give Ss time to people about finding a job?
read the text and see if they can answer the (Don’t let anyone tell you that
questions. you can’t do what you love.)
PRESENTATION 1. Read the text and complete the gaps (A- Answer Key A 5 B 3 C 7 D 1
AND PRACTICE F) with the parts of the sentences (1-7). E4F2
There is one extra part. Then explain the
8.4.2.1
words in bold. Listen, read and check.
8.2.7.1 Ex 2
To read for cohesion and coherence

• Ask Ss to read the parts of sentences 1-
7 and then allow Ss time to read the text Suggested Answer Key
again and complete the task. • Check Ss’ A: What kind of job would
answers you like to do for a living? B:
8.2.2.1
2. Which of the following would you I’d like to be a pilot. A:
8.5.2.1 consider when choosing a career? Really? Why? B: Well, I
Discuss in pairs. Ex 3 don’t mind working long
hours or shifts
To present and practise topic-related
vocabulary;to discuss choosing a
8.1.1.1 career
8.3.6.1 • Go through the list of phrases and

explain or elicit the meanings of any
unknown words and ask Ss to read out
the example dialogue. • Ask Ss to
discuss in pairs what is important to
them when choosing a career following
the example. • Monitor the activity
around the class and then ask various Ss
to tell the rest of the class what they
discussed.
3. Listening 4 a) Look at the CV below.
What type of information is missing? Ex
4
To present a CV; to prepare for a
listening task
Ask Ss to look at the CV and elicit what
type of information is missing (e.g. a
name, a phone number, etc). Check
answers around the class.
Listen and complete the gaps. Write in
your note book, Imagine you want to
260
apply for a part-time job as a shop
assistant. Write your CV in your
notebook
4. Listen to the text in Ex. 2 again. Work in
pairs. Interview Dylan. Prepare your
questions based on the text. Ask: what
his job is; how he started; where he
works; how much he earns; how he feels
about his job. Then take roles and act out
your interview. Record yourselves. Ex 5
To compose and act out an interview
• Explain the task and divide Ss into
pairs. • Play the recording. Ss listen to
the text. • Give Ss time to think of
questions to ask Dylan and find the
answers in the text. • Then ask pairs to
take roles and act out their interviews for
the class. Record the interviews.
ENDING THE Interview a person you know who has a job Workbook: 9c & Presentation
LESSON that you find interesting. You can use Skills 4
questions similar to the ones in Ex. 5. Record
8.3.2.1
the interview and then write a short article
8.6.5.1. about them for the school magazine
Values links
lesson

plan and why?
261
Lesson plan

Every day English 9 D
Date: Teacher name:

8.4.9.1 - recognise inconsistencies in argument in short texts on a limited
range of general and curricular subjects
curricular topics

expressing feelings
expressing feelings, roleplay a dialogue
expressing feelings, roleplay a dialogue, make up own dialogue
Assessment Learners have met the learning objective if they can: express feelings with the
criteria correct intonation in the dialogues
links
Plan
Planned timings Planned activities (replace the notes below with your Teachers Notes
planned activities) Excel Resources
BEGINNING A job interview 1 Read the advert. What is it about? Ex 1 Recording

THE LESSON To read for gist
8.4.2.1 Ask Ss to read the advert and then elicit what it is about.
262
PRESENTATION 1. Listen and repeat. • Come in and sit down. • Why
AND PRACTICE do you want to work for us? • I am hardworking,
honest and patient. • There are a number of other Students book
candidates. • Thank you for your time. • I’m
looking forward to hearing from you. Ex 2
8.4.6.1 To present language related to a job interview

• Play the recording with pauses for Ss to repeat
either chorally or individually. • Pay attention to
Ss’ pronunciation and correct as necessary
8.2.7.1. 2. The sentences above are from the dialogue below. Students book
What is the dialogue about? Is the dialogue formal
or informal? Listen and check. Ex 3
To predict the content of a dialogue

Ask Ss to read the sentences in Ex. 2 again and
elicit Ss’ guesses as to what it may be about and
what style it is. Play the audio for Ss to listen and
read and check if their guesses were correct
8.4.9.1. 3. Find sentences in the dialogue which mean: ex 4

Read out the phrases in the list and give Ss time to
find the synonymous ones in the dialogue and then
check Ss’ answers around the class.
8.2.8.1. 4. Listen to the dialogue again. In pairs, take roles and
read it aloud. Ex 5
To act out a dialogue

• Play the recording. Ss listen and then take roles
and read out the dialogue in pairs. • Remind Ss to
pay attention to the rhythm of the conversation. •
Monitor the activity around the class and then ask
some pairs to read out the dialogue in front of the
class
5. In pairs, write a similar interview and/or act it out
in front of the class. Use the dialogue in Ex. 3 as a
model. Ex 6
To practise role-playing
• Ask Ss to work in pairs and act out a similar
dialogue using the dialogue in Ex. 3 as a model. •
To help Ss draw the following diagram on the
board and elicit appropriate phrases Ss should use.
Write them on the board. Ss can refer to the
263
diagram while doing the task.
6. Listen and repeat. • part time • sales assistant •
hardworking • footsteps • video games . ex 7
To learn intonation in compound nouns

• Play the recording with pauses for Ss to repeat
either chorally or individually. • Pay attention to
Ss’ pronunciation and correct as necessary
ENDING THE Ss in pairs prepare similar dialogues and then act them
LESSON out.
Values links
lesson

plan and why?
264
Lesson plan

Every day English 9e
Date: Teacher name:

this lesson is 8.6.5.1 - use questions which include a variety of different tense and modal
contributing to forms on a range of familiar general and curricular topics;
curricular topics;
8.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics;
curricular topics
Listen and read for gist, read for specific information, present two festivals
Listen and read for gist, read for specific information, present two festivals,
write about cultural festival
Assessment Learners have met the learning objective if they can: present and write about
criteria festivals
links
Plan
Planned timings Planned activities (replace the notes below with your Teachers notes
BEGINNING Look at the pictures and read the titles of the texts. What Recording
THE LESSON do people celebrate on these days? Read through to find Suggested
out. Ex 1 Answer Key
8.4.2.1.
To introduce the topic; to read for gist People celebrate
8.6.5.1 May Day in the
Direct Ss’ attention to the titles of the text and the
UK and Women’s
pictures and elicit what Ss think people celebrate on these
265
days. Allow Ss time to read through the texts and find out Day in
Kazakhstan.
PRESENTATION
AND PRACTICE Video
1. Read the texts and complete the gaps with words
8.2.7.1 derived from the words in brackets. Listen and
check. Ex 2
To read for cohesion and coherence; to practise Ask Ss to use

8.1.6.1
word formation their dictionaries
8.3.7.1
• Explain the task. Allow Ss time to read the texts to look up the
and complete the gaps with derivatives of the meanings of the
8.3.8.1. words in the
words in brackets. • Remind Ss to read the
completed texts for cohesion and coherence and Check these
then check Ss’ answers. words box. • Play
8.5.2.1. the video for Ss
2. Listen to and read the texts again. Make notes and elicit their
under the headings: name of festival/holiday – comments.
date – why is it a special day – celebrations. Use
your notes to present the festivals to the class ex 3
To read and listen for key information; to

compare festivals in two countries
• Ask Ss to copy the headings into their notebooks
and then ask Ss to read the texts again and make
notes under the headings. • Then ask individual Ss
to come up in front of the class and give a short
presentation on the festivals to the class using
their notes.
3. Think of a public holiday in your country. Make

notes under the headings in Ex. 3. Use your notes
to write a short text for the school English
magazine. Ex 4
To write a text about a public holiday in your
country
• Explain the task and ask Ss to make notes in
their notebooks under the headings in Ex. 3 for a
public holiday in their country. • Then allow Ss
time to use their notes to write a short text. Ask
various Ss to read out the texts to the class.
ENDING THE Ask various Ss to read their text to the class. Student’s book:
LESSON Alternatively, assign the task as HW and check Ss' Language Review
answers in the next lesson. 3e
Workbook:
Vocabulary
Bank3
266
Values links
lesson

plan and why?
267
Lesson plan

Across the Curriculum
Date: Teacher name:

this lesson is 8.4.6.1 - recognise the attitude or opinion of the writer on a growing range of
contributing to unfamiliar general and curricular topics, including some extended texts
8.4.9.1 - recognise inconsistencies in argument in short texts on a limited
range of general and curricular subjects
8.6.6.1 - use a variety of pronouns including indefinite pronouns anybody,
anyone, anything and quantitative pronouns everyone, everything, none, more,
less, a few on a range of familiar general and curricular topics;
curricular topics
curricular topics;

Listen and read for gist, read for specific information, read for order
Listen and read for gist, read for specific information, read for order, present a
monologue
Assessment Learners have met the learning objective if they can: present a monologue
criteria

links
Plan
268
Planned timings Planned activities (replace the notes below with your Teacher Notes
BEGINNING What is the story A Christmas Carol about? Read the Answer Key It is
THE LESSON biography to find out. Ex 1 about a miser
called Ebenezer
To read for gist
8.2.2.1. Scrooge who
Ask Ss to read the short biography to find out what ‘A mistreats his
8.4.6.1. Christmas Carol’ is about. Elicit answers employee, but his
8.4.9.1. life changes after
some unusual
visitors
PRESENTATION 1. Listen to and read the text. For questions 1-3, choose Ask Ss to use
AND PRACTICE the correct answer (A, B, C or D). Then, explain the their dictionaries
words in bold. Ex 2 to look up the
8.2.8.1 meanings of the
To read for specific information words in the
8.4.2.1
Check these
• Ask Ss to read the questions 1-3 and the answer words box. • Play
8.3.3.1
choices. Then give them time to read the main text the video for Ss
and choose the correct answers for the questions. • and elicit their
Check Ss’ answers. comments.
2. Which adjectives best describe Scrooge? The clerk?
Ex 3
To make inferences and describe characters in a
story
8.3.5.1
• Read out the list of adjectives and explain or elicit
8.6.6.1 the meaning if any unknown words. • Then allow Ss
time to consider which ones apply to which
characters in the story by making inferences. • Ask
various Ss to tell the class giving reasons for their
answers.
ENDING THE To make a positive change by being a global citizen you

LESSON can:
• 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.
269
lesson

plan and why?
270
Lesson plan

Writing
Date: Teacher name:

curricular topics;
Listen and read for gist, read for cohesion and coherence, write an email
reviewing a concert
Assessment Learners have met the learning objective if they can: write an email reviewing
criteria a concert
links
Plan
Planned timings Planned activities (replace the notes below with your Teacher Notes
BEGINNING • To read for specific information Students book
THE LESSON Ask Ss to read the text and then elicit what the problem
is.
8.4.1.1
271
PRESENTATION 1. Read the essay. What is the writer’s opinion on the
AND PRACTICE topic? What reasons/examples do they use to support
their opinion? What is the opposing viewpoint? Ex 1
8.4.6.1.
To identify an opinion and read for structure and
content
Ask Ss to read the essay and the elicit answers to the
questions.
8.2.7.1. 2. Read the model again and replace the linkers in bold
with other appropriate ones from the Useful
Language box. Ex 2 Suggested
Answer Key First
To read for comprehension; to substitute linkers of all: Firstly
Secondly:
8.4.2.1. • Ask Ss to read the TIP box and explain any points
Furthermore For
they are unsure of. • Then give Ss time to read
instance: For
through the model again and the Useful Language
example
box. • Direct Ss’ attention to the linkers in bold in the
However: On the
model and elicit appropriate alternatives from the
other hand In
Useful Language box from various Ss around the
conclusion: All in
class all
3. Read the rubric. Then match the viewpoints below (1-
3) to their reasons/examples (A-C). Compare with
your partner. Ex 3
Ss to read the rubric and then read the viewpoints
and the reasons.
• Give Ss time to match the viewpoints to the Suggested
reasons and then elicit answers from Ss around the Answer Key
class. • Play the recording. Ss listen and check. Many university
students want to
4. Use ideas from Ex. 3 and phrases from the Useful
spend some time
8.5.2.1. Language box to write your essay (120-180 words).
studying abroad.
Follow the plan. Ex 4
8.5.3.2 However, is this
To write an opinion essay beneficial? I
believe all
• Direct Ss to the plan and give them time to students should
complete the task using their answers to Ex. 3. spend some time
Remind Ss to use appropriate linking words/ phrases. abroad as it offers
• Alternatively, assign the task as HW and check Ss’ a number of
answers in the following lesson. benefits
ENDING THE Ss present their writings. Student’s Book:

LESSON Self-Check3
Workbook´3g
272
Values links
plan and why?
273
Lesson plan
LESSON: Module 9 Lesson 10 – 11 School:

Summative assessment for Unit 9
Edutainment 9
Date: Teacher name:
Learning 8.1.1.1 - use speaking and listening skills to provide sensitive feedback to
objectives(s) that peers;
this lesson is 8.5.1.1 - plan, write, edit and proofread work at text level with little support on
contributing to a growing range of general and curricular topics;
8.5.7.1 - use with minimal support appropriate layout at text level for a range
of written genres on familiar general and curricular topics;
8.6.1.1 - use questions which include a variety of different tense and modal
forms on a range of familiar general and curricular topics;
8.6.13.1 - use a growing variety of conjunctions including since, as to explain
reasons and the structures so ... that, such a... that in giving explanations on a
on a wide range of general and curricular topics;
Listen and read for gist, read for specific information, learn about values
quiz
quiz, write a quiz
Assessment Learners have met the learning objective if they can: discuss the values
criteria
Cross-сurricular Entertainment & the Media

links
Plan
274
BEGINNING
THE LESSON
8.1.1.1, 8.5.5.1, Summative assessment for Unit 9 (20 min)
8.5.7.1,
8.6.1.1, 8.6.2.1,
8.6.1.13,
8.6.17.1
PRESENTATION 1. What does it mean to works as a team? Read what

AND PRACTICE various people say. Do you agree or not?
8.1.3.1 Tell your partner. Ex 1
8.1.10.1 To discuss the value of working as a team and
agreeing/disagreeing with an opinion (Ss’ own
• Ask Ss to read the list of quotes about working as a answers)
team and ask Ss to discuss in pairs what it means

and which quotes they agree with.
• Monitor the activity around the class and then elicit
8.2.2.1
further answers from Ss around the class.
2. Why do you think employers consider the ability to

be a “team player” as one of the most important
qualities in an employee? Discuss in pairs.
Expressing an opinion
• Give Ss time to consider their answers to the question in
pairs.
• Ask various Ss to share their answers with the rest of
the class.
3. Do the quiz. Decide if the sentences are T (true) or
F (false)

• Explain the task. Allow Ss some time to read the
statements and mark them as true or false.
• Tell Ss they can review the module and find the
relevant information to help them if necessary.
275
• Check Ss’ answers.
4. Listen to and read the song. What jobs does the
singer mention?
To consolidate vocabulary learnt in the
module/to write a quiz
• Explain the task and allow Ss time to work in
pairs and look through the module and think of quiz
questions.
• Tell Ss they can use the quiz in the previous task
as a model. Offer an example (e.g. A plumber fixes
electrical problems. [F]).
• Ss can swap their quiz with another pair and do it
and then report back to the class.
5. What is your dream job? In three minutes, write
down a few sentences about the job that you think
is suitable for you. Say: what the job is, what you
have to do and why you like it. Read your sentences
to the class.

• Play the recording.
• Ss listen and read and see what jobs the singer
Mentions.
6. To discuss your dream job

• Ask Ss to think about the question in the rubric.
• Ask various Ss to discuss their thoughts and then
share their answers with the class.
ENDING THE To discuss the main message of the song and express an
LESSON opinion
• Ask Ss to think about the question in the rubric.
• Ask various Ss to discuss their thoughts and then share
their answers and their opinions with the class.
Suggested Answer Key The singer feels happy and
carefree when he/she listens to music. I also feel happy
when I listen to music and it helps me escape my worries
for a while.
• Play the video and elicit Ss’ comments at the end.
276
Values links
plan and why?
277
Lesson plan
Date: Teacher name:

Learning 8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a
objectives(s) that range of general topics, and some curricular topics
this lesson is 8.4.2.1 - understand specific information and detail in texts on a growing range
contributing to of familiar general and curricular topics, including some extended texts;
8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans
8.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a
range of general topics, and some curricular topics
8.2.5.1- recognize the opinion of the speaker(s) with little or no support in
8.5.6.1- link, independently, sentences into coherent paragraphs using a variety
of basic connectors on a range of familiar general topics and some curricular
topics
8.3.5.1- interact with peers to negotiate, agree and organise priorities and plans
objectives use some language from the module to express views and pose some relevant
activity accurately
Previous Environment vocabulary
learning
Plan

Resources Notes
Beginning the Describe the picture. What is a green roof? Green roofs
lesson Discuss. Ex 1 help the
environment
8.3.7.1. A green roof is a roof of a building that is becausethey
partly or totally covered in vegetation: reduce
grass, flowers or any other kind of plant. heating and
cooling needs
Under the soil in which the vegetation grows
of buildings.
are several layers which prevent water and Also, they give
roots from damaging the original roof. wildlife a
natural habitat
278
How do you think green roofs help the to live in
environment? Ex 2
Main activities • Read the text and mark the 1F2F3T4T

sentences as T (true) or F (false). 5T6F
Ex 3
8.4.2.1 • Match the words in bold (1-13) in 1 d 4 l 7 a 10 m

the text to their meanings (a-m). 13 h
Ex 4 2 i 5 b 8 k 11 e
3 g 6 j 9 c 12 f
• Say two things that impressed you

from the text. Give reasons. Ex 5
Suggested Answer
I was impressed with the fact that green roofs
8.3.7.1 can be built in the middle of the city.
8.2.5.1 I liked the idea that roof gardens can save you
money in heating costs, which means they are
better for the environment.
• In pairs, read the text again and

discuss the advantages of having a
green roof. Ex 6 Suggested
8.3.5.1 Answer
Green roofs look very nice and are a colorful
change if you live in a drab and grey city. If
you have a green roof you can save money on
heating costs. Also, they encourage insects
and birds to set up home.
• Use the Internet and/or other

available resources to find out
more about ‘green roofs’. Write
about: ex 7
(Ss’ own answers)
8.3.5.1 These are some of the many websites that Ss
can collect resources from.
http://www.greenroofs.com/
8.1.1.1 http://www.greenroofs.org/
Ending the lesson Use the Internet and/or other available Presentation
8.3.7.1 resources to find a similar story. Then present Skills
8.5.6.1 it to the class
Differentiation – how do you plan to give Assessment – how are Cross-curricular links
more support? How do you plan to you planning to check Health and safety check
challenge the more able learners? learners’ learning? ICT links
Values links
279
questions with different question starters and production in group hobbies
highlight areas of questions that need to be activity
corrected before proceeding to quiz
word etc..


and why?
280

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Sample lesson plans

Virginia Evans – Jenny Dooley – Bob Obee

Unit Strands Learning objectives

LESSON: Module 1 Lesson 1 School:

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 1 Lesson 2 School:

CLASS: Number present: absent:

Learning 8.1.9.1 – C9 use imagination to express thoughts, ideas, experiences and

8.4.2.1 – R2 To read for specific information Ex. 3, p.6 (SB)

8.4.8.1 – R8 To consolidate new vocabulary Ex. 4, p.7 (SB)

Did I stick to timings?

What changes did I make from my

LESSON: Module 1 Lesson 3 School:

Did I stick to timings?

What changes did I make from my

LESSON: Module 1 Lesson 4 School:

8.5.8.1 – W5 To present and practise clauses of reason Ex. 6, p.9 (SB)

Did I stick to timings?

What changes did I make from my

LESSON: Module 1 Lesson 5 School:

CLASS: Number present: absent:

Did I stick to timings?

What changes did I make from my

LESSON: Module 1 Lesson 6 School:

To pronounce the oo sound

Did I stick to timings?

What changes did I make from my

LESSON: Module 1 Lesson 7 School:

Did I stick to timings?

What changes did I make from my

LESSON: Module 1 Lesson 8 School:

8.1.7.1 – C7 To consolidate comprehension of a Ex. 3, p.14 (SB)

Did I stick to timings?

What changes did I make from my

LESSON: Module 1 Lesson 9 School:

Did I stick to timings?

What changes did I make from my

LESSON: Module 1 Lesson 10 School:

Did I stick to timings?

What changes did I make from my

LESSON: Module 1 Lesson 11 School:

8.2.7.1 – L7 To discuss the main message of the Ex. 4, p.16 (SB)

Did I stick to timings?

What changes did I make from my

LESSON: Module 1 Lesson 12 School:

Planned timings Planned activities Excel Teacher

8.3.5.1 4. In pairs, ask and answer questions based on

8.3.5.1 5. In pairs, discuss how Mark’s lifestyle has

8.1.1.1 6. “Would you ever give up money? Why?/Why

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 2 Lesson 1 School:

CLASS: Number present: absent:

To classify activities as daily routines Ex. 2, p.17 (SB)

To consolidate new vocabulary Ex. 3, p.17 (SB)

Did I stick to timings?

What changes did I make from my

LESSON: Module 2 Lesson 2 School:

Ex. 8, p.19 (SB)

Did I stick to timings?

What changes did I make from my

LESSON: Module 2 Lesson 3 School: