cpm.kz · Web view2018. 9. 7. · Assign students to take a conversation from their course book, that they are familiar with and reduce each line to only one word.. Divide your

AUTONOMOUS EDUCATIONAL ORGANIZATION«NAZARBAYEV INTELLECTUAL SCHOOLS»

ENGLISHCourse Plan

2018-2019 academic year

Grade 8

Content

Long term plan 3

Medium term plan 5

Unit 1. A Our World 5

Unit 2. Daily Life and Shopping 26

Unit 3. Entertainment and Media 41

Unit 4. Sport, Health and Exercise 51

Unit 5. Reading for pleasure 66

Unit 6. The Natural World 78

Unit 7. Travel and Transport 89

Unit 8. Food and Drink 102

Unit 9. The World of Work 118

Suggested Vocabulary List 130

Short term plan (Lesson Plan) 137

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Long term plan Term 1 Term 2 Term 3 Term 4

1 Our World Family, relations with other people, personal identification; personal feelings, experiences and opinions House and homes Creating a personal profile (this relates to computer science) Discussion on the role of social media (this relates to computer science) Critical analysis of the role of social media and the internet on deep slow thought Creating a survey on social media use and collating the results (this relates to maths and computer science)

3 Entertainment and Media Looking at and writing a storyboard, then acting out the storyboard Describing and writing reviews on films and computer games Creating our own newspaper or magazine article in two-column format Focusing on CGI (computer generated animation) (this relates to computer science and art and design) Learning about Minecraft Creating and playing the quiz game: Who wants to be a millionaire? Social media (this relates to computer science)

5 Reading for Pleasure Learners read non-fiction books in Kazakh, English, Russian languagesSummarizing the chosen books

8 Food and Drink Looking at cuisines around the world) Focusing on food in Kazakhstan Making a class chart and looking at breakfasts around the world Healthy food (this relates to maths and biology) Drama: role-playing a fictitious family meal and/or a scene in a restaurant Looking at “Food for thought” and the role of Oxfam Learning how to make a leaflet using a word processor, digital camera, desktop or other hardware etc (this relates to computer science) Planning a birthday or celebration party

2 Daily Life and Shopping Organising a tour of our area to help a fictitious family move to the area using maps (this relates to geography) Comparing our daily life with that of a Japanese student Focusing on Kazakhstan fashion week and clothes Organising and filming a

4 Sport, Health and Exercise Learning about keeping fit apps (this relates to computer science) Learning about healthy food (this relates to biology and chemistry) Learners create a healthy-eating pyramid based on food from Kazakhstan Role-playing a visit to the

6 The Natural World Learning about geographical features of Kazakhstan (this relates to geography) Learning about world heritage sites around the world (this relates to geography and biology) Learning about a world heritage site in Kazakhstan Reading a newsletter on Our

9 The World of Work Learning about crime and critically analysing the portrayal of youth in the media Learning about different jobs and careers; attending talks on careers by visitors to the school Discussing the advantages and disadvantages of taking a gap year

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fashion show (this relates to art and design) Writing a review of a fashion show Discussion about the nature of happiness and what we commit to in the future Keeping a personal and a class diary

doctor’s surgery Learning about illness and injuries (this relates to biology) Continuing the discussion about happiness in the context of living for a long time or winning a large amount of money

Endangered Planet Learning how to write a campaign letter Learning about the environment through learning about the saiga (this relates to geography and biology) reviewing weather vocabulary

Looking at part-time jobs for young people Listening to an interview, role-playing an interview then reporting back on it Revisiting our dreams for the future (from Term 1), looking at our hopes and fears and predictions Optional Secret Agents! Project

7 Travel and Transport Looking at modes of transport Learning about signs and the language of signs Creating a survey about commuting to school, either for the class or the whole school (this relates to geography and computer science) Discussion on travelling in and around Kazakhstan Writing an account of a journey in or across KazakhstanReading about mysterious places around the world

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Medium term plans English Secondary 8

1. Our World Recommended prior knowledge Use of English: present tense forms and past tense forms No subject-specific prior knowledge is assumed, but all students are expected to be aware of trends and events both within Kazakhstan and in the wider world as part of their regular study, and to review national and international events through a range of news media.Context In Unit 1, learners will explore the topic of Our World. This relates to computer science (social media, surveys, collating results), geography (map reading) and maths (money, collating results).Outline In Unit 1, the learners will have the opportunity to learn the appropriate vocabulary and key structures in order to discuss, read about and listen to recordings about their: family, relations with other people, personal identification personal feelings, experiences and opinions house and homesby creating a personal profile (This relates to Computer Science) discussion on the role of social media (This relates to Computer Science) critical analysis of the role of social media and the internet on deep slow thought creating a survey on social media use and collating the results (This relates to Maths and Computer Science)The skills focus includes: discussion (Speaking), questioning and answering (Listening and Speaking), reading and writing diaries (Reading and Writing).This course plan uses many resources, but you are not expected to follow them exactly. Rather, use them together with a variety of other resources of your own choosing. As always, adapt the material to your learners and the Kazakhstan context bearing in mind the 8 grade learning objectives. Suggestions on how to do this are made below.For learners’ safety teachers should pay attention to the theme “Our World” and prepare some lessons using site:http://www.commonsensemedia.org/advice-for-parents/internet-safety-tips-middle-school-kidsFor learners’ safety teachers should pay attention to the theme “Social Media”, ”Leisure Time” and prepare some lessons using site:http://www.tukes.fi/en/For-Consumers/Leisure-time/http://www.ikeepsafe.org/category/balancing-screen-time/and others

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http://www.commonsensemedia.org/advice-for-parents/internet-safety-tips-middle-school-kids

http://www.ikeepsafe.org/category/balancing-screen-time/

http://www.tukes.fi/en/For-Consumers/Leisure-time/

Key learning objectivesThis unit works towards all the four skills, the Use of English learning objectives and Content learning objectives. These will be revisited throughout the year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives throughout the year.8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers8.1.3.1 respect differing points of view8.1.4.1 evaluate and respond constructively to feedback from others 8.1.5.1 use feedback to set personal learning objectives8.1.7.1 develop and sustain a consistent argument when speaking or writing8.1.8.1 develop intercultural awareness through reading and discussion8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics8.2.3.1 understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genres8.3.1.1 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 topics8.3.4.1 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 tasks8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and 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 texts8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics8.5.3.1 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

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8.5.7.1 use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics8.5.8.1 spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics8.6.5.1 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics8.6.9.1 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 topics8.6.15.1 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 and curricular topics8.6.16.1 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 topicsKey:W = whole class work G = group work P = pair work I = individual workf = formative assessment

Key:SB = Student’s BookTB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called

Teacher’s Resource Book)WB = Work Book

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Key learning objectives Suggested teaching activities Teaching notes Learning resources

8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

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

8.6.15.1 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 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

Pre- learning: Getting to know each otherLearners work in groups of three. Have each group gather one fact about each person in that group. One member of the group should give the list of facts to the teacher who will then present them to the class. The class then has to guess which member of the group fits which fact. This activity helps students get to know each other, but it also forces an analysis of how physical observations shape our perceptions of people. (W) Learners may find easier if they are presented a few personality and physical adjectives to feel more confident when they describe someone.Here it will be nice if they are able to use adjective structure “as….. as” and “not as……… as” to compare personality features.Activity Present tense forms and past tense forms Fill the board with vocabulary your students have encountered in previous classes (make sure to include all parts of speech), and get them to make some sentences out of the words.

Afterward, a discussion about first appearances and perception can help students to break down some barriers and perhaps make friends with someone they may never have approached in a different situation.

At the beginning of this unit, learners will be exploring their world. There are three aims to this activity:for you to learn about your learners and listen to what they have to say about their world: family, friends, interests, etc.for you to make a note of each learner’s level of fluency (this will act as a baseline)for you to ‘capture’ examples, if any, of infinitive or gerund forms after verbs: write down your learners’ examples, e.g. I like swimming, to be fond of, to be really into, to adore, to hate, to be keen on, and so (f) Monitor learners’ responses as they work together. Do not correct any language problems at this stage. Instead, make discreet notes as to their use of English competence and particularly any recurring errors for future planning. As you work through the course plan, adapt the language focus, and the

http://www.eslcafe.com/grammar/verb_forms_and_tenses09.html

Teacher’s reference to prepare for ‘capture’ of learner conversation and examples:

http://learnenglish.britishcouncil.org/en/node/1404/

http://learnenglish.britishcouncil.org/en/english-grammar/verbs/infinitive

Alternatives:http://www.englisch-hilfen.de/en/grammar_list/gerund_infinitiv.htm

http://englishpage.com/gerunds/index.htm http://www.esolcourses.com/content/exercises/grammar/adjectives/appearance/vocab1

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http://englishpage.com/gerunds/index.htm

http://englishpage.com/gerunds/index.htm

http://www.englisch-hilfen.de/en/grammar_list/gerund_infinitiv.htm













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

Irregular Verb Flash CardsCreate game cards by printing irregular verbs in their different tenses on one side of a set index cards or similarly sized paper. For example, one set of verbs in the cards could be "take, took, taken" -- or just "take and took" for a simpler game. Create game cards for several irregular verbs. Laminate the cards to make them more durable, and periodically use them to quiz your class.Plenary.You can allow children to test each other in pairs or small groups. There are many different games that classes can play with flash cards, including trivia, around-the-world, and sudden death.

Alternative (W) Begin the new unit with an activity to engage your learners’ interest in the topic Our World. Learners work in groups, and brainstorm the given topic and create a mind map. Learners of each group walk clockwise and add their ideas to the mind maps of their classmates. Then each group presents their ideas with the classmates’ comments.

activities suggested, to your learners. If you find through formative assessment strategies that some of your learners need more help with basic grammatical structures, make time in future planning to focus on this to help secure and strong foundation.Remember to use group work, pair work, individual work and strategies for formative assessment including self-assessment and peer assessment.

Depending on your learners, this would be a good opportunity to add to their core vocabulary on hobbies and leisure pursuits. This also acts as revision for expressing likes/dislikes and preferences. There is an activity which helps to divide in pairs: Clock Buddies is meant to be a quick and easy way to create pairs for partnered activities while avoiding the problem of kids always having the SAME partners.In order to remind students how to ask questions it is possible to do the following activities. This activity now focuses on specific questions and answers. Learners fill in a questionnaire by asking each other focused questions.

http://busyteacher.org/classroom_activities-vocabulary-worksheets/

https://www.mindomo.com/ru/mindmap/our-world-02670ef395d94462a34682c1b39b0885

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AlternativeLearners in pairs, ask and answer questions about ‘their world’ – that is, likes, dislikes, dreams, hopes, interests, hobbies, family, friends.(P) Learners in the same pairs find something they have in common (similarities) and something they do not have in common (differences) in their world.(G) One pair joins another pair and they share this information. Learners summarise their discussion by identifying the most common characteristic features of Kazakhstani teenagers’ “ world”.Alternative(W) Ask your learners to bring in photos from their past and hang them on the board or walls. All students go around the classroom and write down the name of who they think it is. You may ask them why they think it is he or she. Then the owner of the photo talks about the memory.

For example:Name… Age…Favourite (music)Favourite (food)Favourite (film)What makes you laugh? …Hopes for the future….Adapt or add to the above as necessary.

You may revise “used to….., could………… construction with them to use in their speech effectively in order to have a clear picture in their mind that they are telling about their past.

http://teacherrebootcamp.com/2012/08/03/10-getting-to-know-you-activities-for-teens-adults/

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics

Pre-learningLearners are given scrambled or jumbled words on the table. Then she asks learners to come to the table to put them in order. These sentences are put to form the interrogative sentences correctly.

This activity now focuses on specific questions and answers. Learners fill in a questionnaire by asking each other focused questions.For example:Name… Age…

http://www.sparkpeople.com/myspark/team_messageboard_thread.asp?board=-1x18725x41437467

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Activity(W) Learners revise the question forms with the teacher. (P) In pairs, learners use questionnaires:

1. to ask and answer questions 2. to record the answers.

(I, f) Learners then introduce their partner to the class.

Favourite (music)Favourite (food)Favourite (film)What makes you laugh? …Hopes for the future….

Adapt or add to the above as necessary. . You may ask them to swap their filled questionnaire with their partners and describe him or her to the whole class.

Activity(I, f) Learners give their own examples of the key language. (I, f) Learners create new examples that are meaningful and memorable to them. (P) Learners, in pairs, turn over a flash card and create their own examples using the key language on the flash cards.

PlenaryA volunteer (or group) is asked five questions based around the lesson. The rest of the class mark down whether they agree or disagree with the answers so that the whole class is tested. Could use whiteboards or voting cards.

AlternativeThis is a follow-up to your notes on the previous activities and depends on the level of your learners. Use learners’ own examples that you ‘captured’ in the first activity as a starting point by writing some of these on the board. Choose which vocabulary from the learning resources you would like to focus on (there are too many, so choose carefully depending on your learners). Elicit different examples using verbs (and adjectives if your learners are able to do this). Have flashcards ready with the verbs (and/or adjectives) to act as prompts for “to-infinitive”.Sad Decide HopeHappy difficult Prefer

Have flashcards ready with the common verbs to act as prompts for

Teacher reference:



http://learnenglish.britishcouncil.org/en/english-grammar/verbs-ing-forms

Prepare flash cards (see teaching notes)

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Learners are handed a sheet out with grammar tasks for gerund and infinitive forms after a limited number of verbs for consolidation. They will perform it and check each other using key answers.

“+ing” forms.Avoid Like SuggestEnjoy Dislike Hate

Monitor carefully for recurring errors. Note that hate/love can take either “to-infinitive” or “+ing” formsThese practice worksheets will be helpful to consolidate infinitive and gerund forms of the verb.You may link to the site, which is in the next column.

http://busyteacher.org/classroom_activities-grammar/infinitive_and_gerund-worksheets/

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts

Pre-learningLearners are asked to stay in two lines with a ball on the first learner’s hand. He should remember the previous lesson’s activities. He has to start by saying: “Yesterday we had new words and did grammar exercises”. Then the second learner should continue the next activity, which they performed together. Which line finishes first by saying all of them correctly they will win Pre-reading activity(W) Learners first read the questions and predict the answers before listening. Learners then listen and answer the questions.(P) Learners then compare their predictions and their answers with a partner.

Encourage peers to work cooperatively and make up sentences using verb forms correctly.

When they are making the sentences up, you have to correct if it is necessary. This activity is presented to revise verb forms.Note that prediction is an important skill, so allow learners to take time over this without looking at the text. Prediction allows learners to access their own vocabulary and begin to focus. You may need to make copies to avoid learners looking at the text. Remind learners that there are no right or wrong answers in the prediction exercise here.

When you are work out topical vocabulary with the learners, you may

English in Mind 3:SB 2st ed p.4, Ex.1,2,4 & 4 (present simple & present continuous review, tag questions)

Malcolm Mann, Steve Taylore-Knowles Laser B1+ SB p 6—7 ex. 2,3,4

Headway SB 3rd Ex:1, 2, 3, 440-41p.p.

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Only at the end, learners are allowed to read the text while listening.Activity Family TiesLearners read the post and comments on Social networking site and answer the questionsStudents write a word or short phrase from the comments to the post to answer the questions.Students use words and phrases from the article to complete the sentences.Alternative Pre-reading activity(W) Let learners recall names of the rooms in a house and ask them what we do in each room. Then they may match the lines to make a sentence (W) Ask them to look at photos and differentiate types of rooms (G) Learners read the questions and find the answers in the text They need to find out false and true statements to the text and justify each answer

PlenaryLearners are asked to draw their dream house and describe it

Pre-learning

show photos of rooms with their names for revision. The presented photos will be kept in their memory for long time.As a reading activity, you may use a Jigsaw method, which is very helpful to work in a team and listen to each other. Here you divide your learners into 3 groups of 4 and distribute paragraphs of the text. Within limited time, they read their own paragraph and swap information with each other. As all members of the group understand totally the text, then they together find true and false statements.

As a pre-listening activity, you may show the photos of the most beautiful places to travel around the world. To raise their culture awareness you may put some questions such as:What kind of information should you know before visiting those countries, which you would like to be?Why do people choose to visit Paris, Italy, Switzerland mostly?Where would like to stay when you are abroad in the centre of the city or countryside? etc.

Show key listening answers in order to assess by themselves.13


(I)Ask them whether they have been to one of these places or which place they would prefer to be mostly and why.

Pre- listening activityHomes around the world(F, I) Ask learners to look at photos 1-4 and match the places (Lisbon, New England, Seoul, Samoa) with photos. Hand a sheet out with questions in it. They need to listen to the people from some places and complete the chart ActivityLearners work with their partners in the discussion about the places of people, which they have listened to complete the chart. Let them prepare questions talk about where they live.

PlenaryTell me three things...you have learnt todayyou have done wellthe group has done wellyou would like to find out more aboutyou know now that you didn’t know 50 minutes ago.

Listen to each partner and write comments down in order to give feedback to them at the end of the discussion.

As a lesson consolidation, you may ask your learners to say new words one by one. To make more challenging you need to say in advance that a word they say should not repeated. When they list all topical vocabulary they remember, do not forget to revise to be ready to write a quiz on these new words.

8.6.16.1 use a growing variety Pre-learning Teacher starts the lesson by showing

AlternativePersonal Diaries

https://www.youtube.com/watch?v=lZZWwaNbYFE

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of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving explanationson a range of familiar general and curricular topics8.3.3.1 give an opinion at discourse level on a 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 world8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers

a video titled “Then and Now”. Then she asks what this video refers to.

Activity(I) Learners start their own diary in English to reflect upon either their life and/or their progression in English. This is a naturally differentiated activity as learners can take it as far as they wish or simply record what they have done/learnt. (W) Learners reflect on their lesson(s) and give feedback. Learners who have missed any lessons can find out what they have missed by reading the poster.

Plenary5 – 5 – 1Summarise today’s topic in 5 sentences.Reduce to 5 words.Now to 1 word.

Ask if anyone keeps a diary. Do they share what is in it or is it private? Why does it help to write things down sometimes?At the end of each term, check that your learners are still keeping up with their diaries. You do not need to look at them, but use them as a talking point. For example, if there is anything they would like to share:

1. What is one of your highlights this term?

2. What was the most difficult thing for you this term?This can be discussed in pairs. It fosters a sense of taking responsibility for and reflecting on their own learning.Class DiariesThis activity encourages reflection and feedback. w/b Lesson 1 Lesson 2What we learnt today/what we did todayWhat I liked/didn’t likeHomework

w/b or w/c = week beginning or week

http://www.languagetutoring.co.uk/KeepingADiary.htmlhttp://www.wikihow.com/Write-a-Diary

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http://www.wikihow.com/Write-a-Diary

http://www.wikihow.com/Write-a-Diary

http://www.languagetutoring.co.uk/KeepingADiary.html




commencing (date)8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges8.1.7.1 develop and sustain a consistent argument when speaking or writing8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics

Pre-learning Find me a partnerHalf of the class are given questions and half are given answers. Children must silently go around the room trying to find out who their partner is. Could also be done with them talking and the questions and answers being stuck on their backs to make it a bit more challenging. Alternatively, instead of questions finding answers, questions could find other questions, which provide the same answer or answers could find other answers from the same times tables and then order themselves. (P) Learners come up with their own definition of social media. Learners:

1. first come together with another pair and compare definitions,

2. then refine the definition3. then compare with the definition on

Wikipedia.Learners critically analyse internet/social media:

1. Why did Carr make this statement? 2. How far do you agree with this

statement? 3. (W) Can you give examples to

explain your answers?

At this stage, it will be beneficial to them to make a review of the previous lesson vocabulary.Encourage learners to get into the habit of writing the new words into their vocabulary notebook. You should teach learners how to keep a lexical notebook. It means that they are not just supposed to write a translation of an unknown word. Encourage learners to give a definition, synonyms, examples of the usage of the word, including any collocations. “Social media refers to the means of interactions among people in which they create, share, and exchange information and ideas in virtual communities and networks.” WikipediaA list of social media technologies is given in Wikipedia under Classification of social media.To encourage critical thinking and analysis, write the following on the board or on a PPT: “fast (Internet/social) media and deep slow thought don’t mix well.” Nicholas G.Carr http://en.wikipedia.org/wiki/Nicholas_G._Carr

http://en.wikipedia.org/wiki/Social_media

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1. What springs to mind when you hear the term ‘social networking’?2. Hasn’t social networking been a part of human society for tens of thousands of years?3. Have you joined any social networking sites? Are they fun?4. What social networking sites are widely used in Kazakhstan?

And ask your learners to discuss:what it meanswhat the implications areif they believe itif it is scaremongering (you may need to explain this word)if it is justified.When doing critical thinking exercises, allow time for quiet thinking time and allow learners to jot down notes to explore ideas before they begin the discussionThen you may show video on social media which is in learning resources row to compare their answers with it.

https://www.youtube.com/watch?v=jQ8J3IHhn8A

8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics8.5.8.1 spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

ActivityLearners:

Create a survey on social media to use in their class, or school depending on how large you wish this activity to be (see learning resources).

do the survey collate the results display the results draw table or bar chart and show the

results of the survey done in the classroom.

Write down a brief information about the survey by giving percentage and add their predictions or thoughts towards them.

SurveyDecide first how large you would like this survey to be. This kind of survey is very relevant to young people and you may find it worth spending time on this.You may decide to:

1. ask your learners to create one in Word

2. organise a survey online (see learning resources).

Create a survey online:http://www.surveymonkey.com/

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http://www.surveymonkey.com/


8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics

8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics8.5.7.1 use with minimal support appropriate layout at text level for range of written genres on familiar general and curricular topics8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding

Skill: Reading and writing(I) Learners complete the reading comprehension exercise. (P) Allow learners to peer assess their answers.

Activity(I, f) Learners write personal profiles.

PlenaryWrite 5 top tips or golden rules about the topic for students taking the lesson next year.

AlternativeReading comprehension (see learning resources)Help learners write their own personal profiles (see learning resources).You might like your learners:

1. to create their own webpage with help from the IT department

2. to share the work they have been doing in computer science

3. to share their own webpage

Plenary might be developed with snowballing, group answers or posters etc if time allows..

Messages 3 pp32 – 33Daniel Trent’s web page

Writing and reading personal profiles:Teen World: Multi-level photocopiable activities for teenagers J.Budden

http://all-free-download.com/free-website-templates/personal-profile.html

8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics8.3.6.1 link comments with some flexibility to what others say at sentence and discourse

Pre-learningWhat is the question?Give them an answer and ask them what the question is. Create a question related to the topic of the discussion and further lead the learners to the open class discussion. This generates discussion.

It is important to build your learners’ store of vocabulary. Giving a list for learners to learn has not proved to be very effective for long-term memory. The key is to make the language meaningful and memorable. Many learners are reluctant to describe their own homes so show them

Visual starter (unusual homes):https://www.teachingenglish.org.uk/article/reading-houseTeacher reference for creating a class Pinterest board: Listening exercise (Homes):

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level in pair, group and whole class exchanges8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

ActivityLearners create a visual library of topic vocabulary for: hobbies and Leisurehomessocial media.AlternativeStudents work in pairs, create mini projects about mysterious houses in the world, and present for the classmates using appropriate grammar structures such as: Infinitive, gerund, Simple forms and Present Perfect forms. Students can use vocabularies related to the topic. Students specify which of the mysterious houses they prefer most, explain why and which of them might be built in Kazakhstan. Peer assessment: Learners evaluate projects presented by each team. They share their opinion and give a piece of advice to each other.

examples of unusual homes (see learning resources) to describe. This is more challenging but fun! Feel free to provide any difficult vocabulary, but encourage normal vocabulary:I think it has 14 bedrooms!Does it have a balcony?It is an apartment, isn’t it?Visual library:You may like to explore the possibility of creating a Pinterest account for learners to add and organise their own photos throughout the year. As they build topic vocabulary (see learning resources), they can build their own visual library (Pin board).Learners can also have their own vocabulary notebooks. Each entry needs to include a sentence that learners have created to show they understand the word and to help put the key words into long-term memory.

English in Mind 3 p.9 Ex 5*Vocabulary lists: https://www.youtube.com/watch?v=kzkEGEjkb30

https://en.islcollective.com/resources/printables/worksheets_doc_docx/adjectives_to_describe_my_home/adjectives-home-preintermediate/75594

https://eoiecijaintermediate.wordpress.com/2011/03/02/describing-my-dream-house/

8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics

Alternative(P) Learners match target words with their definitions. For example (see learning resources),Target word(s):a full house

on the house

Etc.

Words associated with house, e.g. house proud, houseboat, bring the house down, etc.This kind of matching activity can be adapted for any new key words or key words that your own learners are having difficulty with. It is also useful Alternatives:19







https://www.youtube.com/watch?v=kzkEGEjkb30

https://www.youtube.com/watch?v=kzkEGEjkb30


Definitions:every seat in a cinema or theatre sold out

paid for by the company or bar owner

Etc.

(I f)Then learners create their own sentences that show evidence of understanding the meaning of the target words. Plenary(W) Hot seat game. Divide your learners into 2 groups and ask one member of their team to come to the board. The student on the board facing to his team members and having a back to the board listens to the description of the word from his members of the team. The hot seat owner should guess that word. The words may be displayed on the board as a PPT. If he guesses that word he wins a point for his team.

for differentiation purposes.Learners could either use dictionaries or look online for help.

Worksheets for pair work with more difficult questions. It can be appropriate for strong learners. This list of various questions might be useful for creating personal question cards.

Teacher lists topical vocabulary by categorizing into levels on PPT in advance. Each category is differentiated by the complexity of the word. As the word is hard to remember, it costs much more from 100 to 500.

http://iteslj.org/questions/home.html

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

Pre-learningLearners are given a test to find out which genre of the film they prefer to watch. As they know which film genre is close to their personality, they compare whether it really matches with their feeling or characteristic features.

http://www.clipd.com/movies/4966/what-11-movie-genres-say-about-you#page=1

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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

8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics

Activity1. (P, f) Learners listen to a woman

talking about her favourite film – Casablanca. There are five pictures (a-e). Their task is to put those pictures in order.

2. (P) According to the pictures they may summarise what they have heard

3. Then at the end, they may describe their own favourite film. PlenaryAt the end, you may ask your learners to list tips for using time effectively. They need to express their opinion one by one how to keep time and be organised person.

Pre-learning(I, f) Learners write a short piece - see below. Activity

1. write a letter to your pen-friend (see learning resources)

2. write an email to your pen-friend3. my friend (descriptive)4. my hobbies (descriptive)5. my life (open-ended for learners to

explore whichever aspect of their life they would like to)The above allows for differentiation depending on your learners.Learners plan, write and edit a

As a pre-listening activity, you may begin this listening activity by discussing some unfamiliar words in the listening task (synonyms, definitions, examples and so on). Prepare some questions to those pictures for brainstorming. Then ask to look at pictures and start to put them in order.

(G) The following are useful stages:1. brainstorm ideas 2. (I) rough draft/structure 3. Peer assessment. It may help to give a

particular focus: for example, have they used the subject specific vocabulary or to-infinitive/+gerund correctly?

4. (I) final draft 5. (P, F) peer review – here students look

at each other’s work and state two things they like about it and one area for improvement. (F) The teacher monitors and makes a

English in Mind 3 Sb p.85. Ex 11

English in Mind 3 p.17 Ex 12http://www.examenglish.com/PET/PET_writing.htm

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http://www.examenglish.com/PET/PET_writing.htm

http://www.examenglish.com/PET/PET_writing.htm


paragraph What I like about where I live.

PlenaryChange of role what questions would you ask the class and why.

note of any recurring errors and offers differentiation by support. (F) Remember to use these stages for research and presentation, and any other pieces of writing throughout the year. Download the hand outs to practise wring informal letters to penfriends (P,F) Continue to use the useful stages as in the earlier writing exercise. For the peer assessment, it may help to give a particular focus: for example, have they used the subject specific vocabulary correctlyThe teacher monitors and makes a note of any recurring errors and offers differentiation by support. Remember to use these stages for research and presentation along with other pieces of writing throughout the year. Allow learners some minutes to formulate questions. Learners ask questions and the rest of the class answer them.

http://en.islcollective.com/resources/search_result?Tags=pen+friend&searchworksheet=GO&type=Printables

8.1.3.1 respect differing points of view8.1.8.1 develop intercultural awareness through reading and discussion

Pre-learningActivity(W) Learners look at and comment on what children around the world are dreaming of and committing to in their world.Learners think and then answer the

Show image(s) from children around the world (see learning resources).Ask everyone to fill in:A dream of mine that I commit to making real is…

Ask learners to start with “to + verb as in the images from young people

http://blog.ted.com/2012/11/14/tedxyouthday-teens-answer-the-question-whats-a-dream-you-commit-to-making-real/

Alternative resources:

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question:What is a dream you commit to making real?This can be added to their personal diaries and revisited at the end of the year to see if they have changed their minds.

around the world (see learning resources on the right).For example, A dream of mine that I commit to making real is… (to help stop pollution).Alternative:My dream is to…(be a Geologist).Once this has been done, display the dreams so everyone can share.

https://www.wisdomtimes.com/blog/dreams-come-true-how-to-commit-to-it/

http://bizkids.com/wp/wp-content/uploads/Biz_Kids_Lesson_Three_Minutes.pdf

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8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics

AlternativeLearners use the set of cards (see learning resources) to talk for approximately half a minute, and then answer any questions from other learners.Sample cards from Learning resources:Describe your living room.

Do you think it is better to live in a city or in the country? Why?

If you wish, you can adapt the cards or write your own. This activity is naturally differentiated in that the cards can vary from straightforward to more complex questions.

My home – speaking practice (F)The teacher monitors, paying particular attention to:

1. correct use of key language2. encouraging all learners to participate 3. recurring errors for future planning.

There are many opportunities for speaking in this unit as in all the units.This means you will be working towards many of the speaking and content learning outcomes. It is therefore important to check which ones your particular group needs to be focused on. The ones in the key learning objectives column are suggestions but you may find, due to differentiation strategies, you have different groups working towards different learning objectives at the same time.To encourage fluency, allow the discussion to flow, without interruption.

Pairwork and Groupwork M.Levy & N.Murgatroyd, pp30 – 31

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8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics

8.1.4.1 evaluate and respond constructively to feedback from others

8.1.5.1 use feedback to set personal learning objectives

Learners plan, write and edit a paragraph :What I like about where I live.

Plenary Learners are asked to fill in the table:Index card

I learned…. I want to learn more ….

(P, f) Continue to use the useful stages as in the earlier writing exercise. For the peer assessment, it may help to give a particular focus: for example, have they used the subject specific vocabulary correctly? (f) The teacher monitors and makes a note of any recurring errors and offers differentiation by support. (f) Remember to use these stages for research and presentation along with other pieces of writing throughout the year.

English in Mind 3 2nd edition has an accompanying DVDRom which is an excellent resource.

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English Secondary 82. Daily Life and Shopping

Recommended prior knowledge Students should be familiar with the use of the simple present for daily routines and some vocabulary associated with various shops and what they sell. Context As this is a content with language unit, learners will learn how to organise a fashion show, make flyers and organise a tour around their town, city or village for a family who has just moved here. This relates to computer science, art, design, and maths.This unit centres on everyday key language which learners need to be very familiar (and comfortable) with using at this. This is an opportunity to fill any gaps in their knowledge both in vocabulary and sentence structures.Outline Learners: organise a tour of their area to help a fictitious family who have moved there using maps (this relates to geography) compare their daily life with that of a Japanese student focus on Kazakhstan fashion week and clothes organise and film a fashion show (this relates to art and design) write a review of a fashion show discuss the nature of happiness and what they want to commit to in the future keep a personal and a class diary For learners’ safety teachers should pay attention to the theme “Daily Life and shopping” and prepare some lessons using site:http://www.commonsensemedia.org/advice-for-parents/internet-safety-tips-middle-school-kidshttp://www.edb.gov.hk/en/sch-admin/admin/about-sch/sch-safety/http://www.getsafeonline.org/shopping-banking/shopping1/#.Ur0r_z-5zXUKey learning objectivesThis unit works towards all the four skills, the Use of English learning objectives and Content learning objectives. These will be revisited throughout the year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives throughout the year.8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups8.1.3.1 respect differing points of view8.1.4.1 evaluate and respond constructively to feedback from others 8.1.5.1 use feedback to set personal learning objectives8.1.8.1 develop intercultural awareness through reading and discussion8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics

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http://www.getsafeonline.org/shopping-banking/shopping1/#.Ur0r_z-5zXU

http://www.edb.gov.hk/en/sch-admin/admin/about-sch/sch-safety/

http://www.commonsensemedia.org/advice-for-parents/internet-safety-tips-middle-school-kids

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.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 topics8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genres 8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics8.3.8.1 recount some extended stories and events on a growing range of general and curricular topics8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and 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 text 8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics8.5.9.1 punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics 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 topics8.6.12.1 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 8.6.16.1 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 topicsKey:W = whole class work G = group work P = pair work I = individual workf = formative assessment

Key:SB = Student’s Book

TB = Teacher’s Book (N.B. Teacher’s Book in 2nd edition is called Teacher’s Resource Book)WB = Work Book

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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

8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

Pre- learning: Encourage 3 volunteers to come out to the board, write 3 statements, which the corresponding individual must explain to the rest of the class.Assign students to take a conversation from their course book, that they are familiar with and reduce each line to only one word..Divide your learners into 3 groups with 4 pupils and hand out jumbled words, which depict information on daily routine and shopping when they are joined and put them in order. Then they read their sentences and explain what they refer to. At the end, a teacher may ask what 3 groups’ statements suggest. They try to guess the topic together.

Activity

(P) Learners predict what they might hear in the recording(s). Learners answer the comprehension questions. Allow learners to see any questions first before listening to focus. Learners look at highlighted words in the unit 49 “Daily routines” on p 103 English Vocabulary in Use

Daily life (part 1)

If your learners require more input, for example with vocabulary, try using a self-study or classroom reference book such as the one in learning resources. However, bear in mind the notes above under grammar in context.A resource book for multi-level skills activities

If your learners find the task hard, you may give examples from their life experiences.A teacher in the accomplishment of this task may present differentiated tasks: for high-motivated students you may ask to write up a story using new words.

Vocabulary building:English Vocabulary in Use S.Redman CUP Unit 49 Daily routines

Just Listening and Speaking 28


S.Redman CUP and let them discuss their meaning and usage in the sentences. As they understand their meaning, they are able to use them in the exercises on the next page. At the end, they may discuss in pair their usage in the statement. As a vocabulary consolidation teacher puts students in pairs and explains that they are going to prepare a challenge for other students. To do so, they start by brainstorming and noting down vocabulary related to shops, fashion and clothes. Then they should make‘word links’ in which the last letter of the first word is the first letter of the second word e.g. shopostoffice (shop + post office). Teacher allows 1-2 minutes. Teacher explains that they will now write their ‘word links’ on the sheets of paper but omit the first two and the last two letters; e.g. opostoffi. The other pairs try to guess the two words in the ‘word link’. Teacher can set it as a contest among pairs.

PlenaryIn pairs learners discuss the benefits of such type of work:Was the activity useful and why\why

Less motivated students may make up sentences using revised new words.Most motivated students may prepare role -play in a group and present it to the whole class.Success criteria should be displayed on the board to direct them clearly and at the end to know their progress.

Marshall Cavendish Education, Unit 16 A Listening Routines and timetables

Alternatives:Listening Extra Miles Craven Cambridge University Press Unit 3 Daily activities pp 24-27

29


not?What have I noticed in the streets of my city?How to solve the problem of…?

8.1.8.1 develop intercultural awareness through reading and discussion

8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks


Pre-learningLearners imagine they have a trip around their town/city/village to show someone who is new to the area where to shop for specific things.Learners (part 2): Create a fictitious family with several members of different ages and take notes. Describe the home they would need to live in and take notes (W) Then work out what they need to know: which shops they need to go to and where they can buy the food and clothing they need. (part 3)(W, f) Learners then work out a route around their area for the trip.

Daily life (parts 2 and 3)

Learners think what it must be like for a person to move to Kazakhstan with their family to live.

Decide how many lessons you would like to spend on this.

It is better if learners can create the family, that is, give them names and a family name. In other words, build an identity for them.

Learners work out what this new family may need and are then, taken on an imaginary tour around the area.Students are encouraged to create the itinerary.

Vocabulary building:English Vocabulary in Use S.Redman CUP Unit 57 Shops and shopping

maps of the town/city/villageadvertisements of shops

Pairwork and Groupwork M.Levy & N.Murgatroyd, pp32 – 35Alternatives:


8.5.6.1 link, independently, sentences into coherent

Activity(W) Learners first scan the text about a day in the life of a Japanese student then listen to it.

Learners critically analyse their own day in comparison with that of the Japanese student.

Learners can take the opportunity to reflect upon their own typical day when comparing it with the Japanese student’s one.

The word get is very common in the English language and changes

Messages 3 Unit 4 pp40 – 41 Japanese student day & writing guide

Alternatives:30


paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

Learners describe and write about a place they know, using the writing guide.

Activity (W)Learners may write a formal letter to their penfriends describing their daily routines. The sample of formal letter is given as a link in the learning resource. You may easily link to it and show the layout of the formal letter.

its meaning depending on the preposition used with it. Familiarise your learners with the ones on p.41 of the course book and allow them to create their own sentences.Listening task can be used as feedback.It is interviewing Joshua on his experiences going to a Japanese school. Students can enlarge their vocabulary with some Japanese words, such as ‘taiso fuku’, ‘kiritsu, rei’, ‘kokugo’, ‘sansu’.

http://www.esl-lab.com/elem/elemrd1.htm

http://www.english-room.com/penfriends_main.html


8.1.5.1 use feedback to set personal learning objectives

AlternativeIt is tempting to just use the exercises or worksheets, and these are excellent as they give model sentences. However, consider creating activities from them in advance. For example: (P) cut up sentences for students to arrange in the correct order (P) ask learners to substitute words but still make sense (I) match the words with pictures (see learning resources) students mime to each other and try (P) to guess what the mime is (P, f) first students create their own interesting or funny sentences using the correct form and then peer

AlternativeGrammar in contextGrammar is learned much more effectively if it is in a meaningful context. This means, for example, allowing students the time to come up with their own sentences in pairs. (f)Language is more memorable if it relates to the student so feel free to adapt material to the students and the Kazakhstan context. Nonsense or silly sentences can be even more memorable! (P, f)

Be aware of where the ‘gaps’ are in your individual student’s knowledge – they won’t all be the

English in Mind 3:SB 2nd ed. Unit 7 p.55 (Gerunds and infinitives)

Vocabulary building:English Vocabulary in Use S.Redman CUP Unit 29 Verbs + ing or infinitive

Rinvolucri, M. (2009) Grammar Games CUP for further ideasDepending on your students:SB 2nd ed Welcome section (A–D)

Round up 4 Virginia Evans 31






assess each other’s work. PlenaryFrom lesson objective write 3 true and 3 false statements, give them to your partner to sort out.

same. Use differentiation strategies to allow all students to make progress. Suggest making personal goals or targets for areas of improvement throughout the year.This book combines games and fun with serious, systematic grammar practice. It is ideal for intermediate students of English.

Pearson Education Unit 11. Infinitive (to+verb) – Gerund (verb + -ing) pp 84-87

8.1.3.1 respect differing points of view

8.3.8.1 recount some extended stories and events on a growing range of general and curricular topics

8.5.1.1 plan, write, edit and proofread work at text level with some support on of general and curricular topics8.6.11.1 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

Pre-learning(PG) Put the students into pairs or small groups. Give them a time limit (e.g. 3 minutes) and ask them to write down as many words, phrases, and/or expressions as they can from the last lesson on topic. The pair or group that can remember the most items wins. Winners may distribute all words and phrases on the board. Then a teacher asks them to make a story up using them as a pair work. She may also present success criteria to achieve the aim. Then they may read aloud and choose the best story.

Activity(W) Learners share the photographs, items and/or magazines they have brought in by describing what it is and why they have chosen it.

Clothes and FashionPrepare in advance for this lesson by asking students to bring in photos or pictures of an aspect of fashion and tell the class why they chose this person.Display pictures/photographs of Kazakhstan fashion weekMonitor for use of English, fluency and vocabulary issues. Also capture examples of good use too.This material is aimed at pre- and intermediate level. Teacher can cut these cards and hand them out. Each student answers the question. The length of the answer is not less than 30 sec.

Students bring in their own photographs or pictures of clothes and fashionTeacher to bring in a selection of photographs of shops/shopping and/or Kazakhstan fashion week and/or magazinesGoogle images, for example, “Kazakhstan fashion week almaty 2012” to display through a PPTAlternatives:http://busyteacher.org/8366-fashion-talk-speaking-cards.html NEF SB Pre-intermediate p.103http://www.conhecer.org.br/download/INGLES%20INTERMEDIARIO/Module%202-%20reported-speech4.pdf

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http://www.conhecer.org.br/download/INGLES%20INTERMEDIARIO/Module%202-%20reported-speech4.pdf



http://busyteacher.org/8366-fashion-talk-speaking-cards.html

http://busyteacher.org/8366-fashion-talk-speaking-cards.html


Learners research Kazakhstan fashion week. Use quotation marks around the search item to limit results. Teacher asks learners questions to the project they have done on fashion week or fashion industry in our country. Why is fashion catwalk organized and for what is it important for?Are you satisfied with the work of our designers?Would you like to see Kazakh ornaments on clothes they design?She listens to their answers and ask them to try to convert them into Reported Speech. If they are not able to perform this task, the teacher may explain it in and do some practice grammar exercises with them.As a resource for this grammar exercise you may see on learning resources column.

PlenaryTeacher hands out a sheet with grammar exercises to the learners to perform within limited time. Peer assessment is used using key answers to it.

To involve the whole class a teacher needs to prepare criteria for an assessment of their description. While a student is presenting his work, others listen to him carefully and evaluate him according to the criteria.

33


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 prepositionsuse some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics

8.5.3.1 write with moderate grammatical accuracy on a range of familiar general and curricular topics.

8.4.3.1 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended

Pre-learning (W) Ask learners what they like wearing. (W) Ask learners what they enjoy doing. Write example answers in full on the board and try to elicit a rule for using ing or to+ inf.(I, then P, f) Ask learners to come up with their own sentences and use peer assessment to check their work

Pre-reading activity(P) At what age do young people leave their home in our country?How does it reflect in other countries?What do you think is right to let your

This refers back to the first lesson on use of English: gerund/infinitive. Use this to fill any gaps in your learners’ knowledge.Verbs to describe liking or disliking generally take the gerund. Other verbs such as want or decide take the infinitive.Examples:

1. I enjoy wearing blue2. I want to learn to speak German 3. I like wearing hats.

This is a form of an inductive approach where the teacher's role is to provide meaningful contexts to encourage demonstration of the rule. The students come to understand the rule from the examples and continued practice.Remember that by getting to know your students well, you will become more aware of the gaps in their knowledge, and so adapt what you teach accordingly.This quiz can be used to introduce additional vocabulary connected with fashion. The quiz contains many words which are maybe not frequently used in a typical classroom but they describe concepts which students know from

34


texts sons or daughters live apart from you?Why do most Kazakh families tend to live altogether? (P, W) Learners underline unfamiliar words in the text and phrases. Then they try to guess their meaning. If they do not know their meanings, they may ask a help from a teacher. They read the paragraphs and put them in the order in pairs.Questions:Do you think Mr and Mrs. Serrano were right or wrong? Why?Do you think the story has a happy ending? (W)

their everyday life so they will for sure find them useful After the quiz it is possible to discuss the answers.

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about range of general topics, and some curricular topics 8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics8.6.16.1 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

(G) AlternativeLearners describe and compare appearances. For example,I am wearing an orange cashmere scarf. (time: now)

(P) Learners create before and after images of themselves and upload them, then describe them as finished actions. (time: finished)For example,Purpose:I wore this so (that) I could look smart.Reason:

Extreme makeover (see learning resources)Explain to learners the meaning of makeover (to change someone’s appearance). The activity is a fun way of helping learners with the use of vocabulary in context.

Clothes Crosswords:The class can review clothes names

Teen World: Multi-level photocopiable activities for teenagers J.Budden pp40 -41 clothes, glasses, scarves, etcdigital cameraphotographs of people

Vocabulary building:English Vocabulary in Use S.Redman CUP Unit 56 Clothes

Vocabulary building:English Vocabulary in Use S.Redman CUP Unit 36 Reason, purpose and result

35


topics8.6.12.1 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 topics8.3.8.1 recount some extended stories and events on a range of general and curricular topics

I wore this because I like red.Result:My hat was a bit scruffy, so I bought a new one. PlenaryHand out a sheet and them to complete the questions with past participle of the verb and ask them to interview their partners on p. 41 NEF Sb, pre-intermediate

and terms using these crosswords:Differentiation: It is possible to choose according to students’ level: Clothes Crossword Easy or Clothes Crossword Hard

http://bogglesworldesl.com/clothes_worksheets.htm

NEF pre-intermediate, SB, p.41

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8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics8.5.1.1 plan, write, edit and proofread work at text level with some support on growing range of general and curricular topics

Pre-learningLearners familiarise themselves with listening to native speakers and/or listening tests such as PET.Activity (W) Students listen to three people being interviewed about Zara and complete the chart with their information in NEF pre-intermediate, SB, 41

AlternativeIt can be set as a home assignment activity (I,f) Learners write a description based on the uploaded images. PlenaryAsk students to produce a mind map of their learning. This could be done using concept branches, key words,

Further practice about daily routines (see learning resources)

And/or familiarisation with listening tests (see learning resources)Listening task with picture workGrammar: Present Simple and ContinuousListening for specific informationHand out a sheet of NEF SB, p.41Decide if you wish the writing to be in class or for homework. If it is homework, remind your learners to follow good practice by planning the piece of writing first to give structure. If it is to be written in class, monitor and offer differentiation by support, focusing on individual needs.Differentiation by outcome:Some learners write a paragraph, some a longer piece (same task, different outcome).

Messages 3 p.9 – 9 https://www.teachers.cambridgeesol.org/ts/exams/generalenglish/pet/resources?paper=Listening Alternatives:Listening Extra Miles Craven Cambridge University Press Unit 8 Describing people pp 52-53

NEF pre-intermediate, SB, p.41

Any pictures related to the Topic “Fashion

8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing

Pre-learningLearners organise a fashion showActivityLearners:

1. (W) plan the mini fashion show 2. (W) allocate roles and

AlternativeFashion showDecide how many lessons you would like to spend on this project and how much you would like the school to be involved. This

Teacher reference:History of Kazakhstan Fashion Weekhttp://www.modemonline.com/fashion/mini-web-sites/tradeshows/references/

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http://www.modemonline.com/fashion/mini-web-sites/tradeshows/references/kazakhstanfashionweek


https://www.teachers.cambridgeesol.org/ts/exams/generalenglish/pet/resources?paper=Listening




classroom tasks8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

responsibilities 3. (G) write the script and make flyers

to advertise 4. (W) rehearse the fashion show and

video it 5. (W) have the actual fashion show

and video it 6. (I) write a review of the show or

write about taking part in it.

depends upon your learners, How much control you would like over their work and how small or large you would like the show to be. The stages on the left could be organised in class as follows:Lessons 1 – 2 : stages 1 – 3 Lesson 3: stage 4 (rehearsal and final draft of flyers)Lesson 4: stage 5Lesson 5: write a review or short essay describing the experienceOrFollow the instructions on pages 60 – 64 in Imaginative Projects (see learning resources) OrIf you, or your school, are ambitious, you could involve the art & design department, the computer science department and the music department for a larger show for your school! You might like to consider using this as an end-of-term fundraising opportunity for a favourite charity.

kazakhstanfashionweek

Vocabulary list:https://myvocabulary.com/word-list/fashion-vocabulary/

English in Mind 3 p.94

Imaginative Projects M.Wicks Unit 4.3 pp60 – 64 video cameraold clothesmusic

8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics8.4.2.1 understand specific

Pre-learningEncourage learners to give their definitions of the notion “Happiness” (W) Learners complete the comprehension questions.Learners:

HappinessMuch of these two units have been about learners positioning themselves in their world.

Here learners learn about a

English in Mind 3 pp102 – 104

Create a survey online:http://www.surveymonkey.com/http://www.happycounts.org/grossnationalhappinessindex/

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http://www.happycounts.org/grossnationalhappinessindex/age.html



https://myvocabulary.com/word-list/fashion-vocabulary/

https://myvocabulary.com/word-list/fashion-vocabulary/



information and detail in texts on a growing range of familiar general and curricular topics, including some 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

1. create a happiness survey2. collate the results3. display the results.4.

ActivityPre-listening activity

5. (W) Teacher shows 6 people’s photos. Ask them what they think “happiness” means for the people in the pictures. Explain them that two students from British school are doing a survey about happiness.

6. While they are listening, they should number them in the order that they hear them.

7. (W)Teacher gives the speech of those 6 people on happiness in written form where some main key words about happiness are omitted. They remember the speakers’ points of view on happiness and complete it. PlenaryLearners answer the questions:How could what you have learnt in this Unit? In a small, medium or large way?

happiness survey, Denmark and the Danes.

Learners create their own happiness survey for their class.Get students to compare the results with ones given in websiteThe self-assessment questionnaire has been designed to facilitate you to become more aware of your current level of happiness.

While the learners are presenting their opinions on the term “happiness” try to note them down on the board. These statements on the board are necessary to compare with the answers of those people in the photos.You may select some unfamiliar words from listening tape script and work out with them to comprehend clearly, when they are listening to. Filling in the statements while they are listening may require some knowledge on the use of parts of speech in the sentences. At the end you may discuss about the word order and consolidate the topic “happiness”

age.html http://www.personalalchemy.org/happinesstest.html

English in Mind 3 p104

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http://www.personalalchemy.org/happinesstest.html

http://www.personalalchemy.org/happinesstest.html


English Secondary 8

3. Entertainment and Media Recommended prior knowledge Use of English: present tense forms and past tense forms, to-infinitive and gerund formsThey are also expected to review national and international events through a range of news media.

40

Context In Term 2 Unit 3 learners will explore the topic of Entertainment and the Media, which includes TV, magazines, newspapers, computer games and social media. This relates to computer science, art and design.Outline In this Unit learners will have the opportunity to learn the appropriate vocabulary and key structures in order to: look at and write a storyboard, then act out the storyboard (this relates to art and design) write reviews on films and computer games create their own newspaper or magazine article in two-column format focus on CGI (computer generated animation) (this relates to computer science and art and design) review computer games (this relates to computer science) describe a film (this relates to art and design) learn about Minecraft (this relates to computer science) create and play the quiz game: Who wants to be a millionaire? use social media (this relates to computer science)The skills focus includes discussion (speaking), questioning, answering, (listening and speaking), reading and writing.This course plan uses English in Mind 3 as a resource, but you are not expected to follow it exactly. Rather, use it, together with a variety of other resources, bearing in mind the learning objectives. As always, adapt the material to your learners and the Kazakhstan context. Suggestions on how to do this are made below.For learners’ safety teachers should pay attention to the theme “Entertainment and Media” and prepare some lessons using sites:http://www.urgencequebec.gouv.qc.ca/En/situation-urgence/Pages/Violence-dans-un-lieu-public.aspxhttp://www.labour.gov.hk/eng/public/os/C/FireSafetyWorkplaces.pdfand othersThe suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.Key learning objectivesLearners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups8.1.3.1 respect differing points of view8.1.4.1 evaluate and respond constructively to feedback from others8.1.8.1 develop intercultural awareness through reading and discussion8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

41

http://www.labour.gov.hk/eng/public/os/C/FireSafetyWorkplaces.pdf

http://www.urgencequebec.gouv.qc.ca/En/situation-urgence/Pages/Violence-dans-un-lieu-public.aspx

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics8.3.1.1 use formal and informal registers in their talk on a growing range of general and curricular topics8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics8.R1understand 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 8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and 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 texts8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics8.5.5.1 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 8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics8.5.7.1 use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics8.5.8.1 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics8.6.1.1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics8.6.2.1 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 topics8.6.3.1 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 topics8.6.5.1 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics 8.6.13.1 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

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8.6.14.1 use 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 topics8.6.15.1 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 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 topicsThis Unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives throughout the year.Key:W = whole class work G = group work P = pair work I = individual workf = formative assessment



43


8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

8.3.1.1 use formal and informal registers in their talk on a limited range of general and curricular topics


8.5.3.1 write with moderate grammatical accuracy on a limited 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

Pre- Learning 1. Collaborate with your students on a list of famous people, movie stars, politicians, athletes, and artists including those of Kazakhstani ones. . Show the pictures of celebrities to the class and ask questions about their clothes and appearance.2. (P) Fill the board with vocabulary on clothes and daily routines your students have encountered in the previous unit (make sure to include all parts of speech), and get them to make some sentences out of the words.(W) Brainstorming: watching the video about storyboard and discussing the ideas of the content. ActivityExamples:(W) Learners go round the class and interview each other in order to elicit the main ideas how to create a storyboard (W) Begin the new unit with an activity to engage your learners’ interest in the topic Entertainment and the media.

ActivityExamples:(W) Learners go round the class and

(W):Guessing game Show a set of numbered pictures of different people and describe one of them. Ask students to guess who it is (number). Then ask a volunteer to do the same. The first to quess will take the turn.(G):Differentiation With a mixed-ability class divide the class into groups of 3-4 mixing higher motivated students with those who need additional support. While playing this game weaker students will get necessary support from stronger ones.

It is advisable to prepare the questionnaire before the interview.Differentiation:Divide the class according to their abilities: challenge higher motivated students to make a questionnaire without any help. Provide low-motivated students with a skeleton questionnaire (stronger support). You may want to less support to mid-level students.

Film Part 1If you choose to use Film,

Film, TV and Music multi-level photocopiable activities for teenagers O.Madylus, CUP Unit Film 1.4, Unit Film 1.5

Teacher reference (quantifiers for countable and uncountable nouns):http://www.ef.com/english-resources/english-grammar/pick-right-quantifier/ coloured index cards:pink = conflict sceneblue = happy sceneyellow = building up to a scenegreen = resolution scene

Example of Harry Potter storyboard and an amateur storyboard:http://jessica-milverton.blogspot.co.uk/2012/10/examples-of-storyboards.html

Example of animation storyboard Final Exam:

http://www.youtube.com/44

http://www.youtube.com/watch?v=OvR6wuMW6gs

http://jessica-milverton.blogspot.co.uk/2012/10/examples-of-storyboards.html



http://www.ef.com/english-resources/english-grammar/pick-right-quantifier/




interview each other in order to fill in the sheet (see learning resources) and/or use the programme picture cards. Activity(P)Learners brainstorm, plan and write a storyboard (see learning resources) using coloured cards to denote each scene (see learning resources). Learners: A. (G)act out the storyboard B. (G, f) discuss the problems they had with their storyboard. For example, did they include enough scenes? Did they allow for transition from one scene to another?Extension activity:(I) Learners write the story from the animation storyboard Final Exam (see learning resources).

TV and Music (see learning resources), note that:Elementary – Intermediate = A2 – B2 which gives you the range and freedom to adapt the material to your learners.

There are a lot of different activities in this resource so choose carefully depending on your learners and decide how much time you would like to spend on this part of the unit.

Examples:

An example, which could be used as a starter: What film do you like? pp 12 – 13 Orpp44 – 45 People and Programmes (TV)

Write a storyboard (A sequence of drawings, with a few directions and dialogue, representing the shots planned for a film or TV production)Follow the stages for writing, which are a useful guide to planning, writing, editing and peer assessing any written work.

watch?v=OvR6wuMW6gs

8.6.5.1 use questions which Pre-learning Film Part 2 Vocabulary Quiz:45

http://www.youtube.com/watch?v=OvR6wuMW6gs


include a variety of different tense and modal forms on a range of familiar general and curricular topics8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics8.3.3.1 give an opinion at discourse level on a wide 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

Learners :1. (P)brainstorm entertainment vocabulary 2. (G, f)add to this by sharing their brainstorms 3. (I, f) do the online test (see learning resources). Activity(G or P)Learners discuss:1. plot2. character3. genreof various films they have seen. For example:I have seen … I found the plot too complicatedI have seen … I liked the main character(P)Activity Learners take part in an information gap speaking activity on the topic of films.

There is a wealth of material suitable for this unit, such as Kazakhstani or Russian films.

You could begin by 1. introducing entertainment vocabulary 2. then doing a diagnostic vocabulary test (see learning resources) to make sure your learners have the vocabulary.

These can be used as a focus for discussing:1. plot2. character3. genre.Monitor for learners using correct key language and offer support and model language as necessary.

The learning resources have downloadable material that you can use for an information gap activity.

Later, learners will be asked to write a film review.

http://www.examenglish.com/vocabulary/b1_entertainment.htm

Information gap activity:Speaking skills, example video of two learners talking about films, lesson plan notes and downloads:http://learnenglishteens.britishcouncil.org/exams/speaking-exams/information-gap-activity

8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class

Alternative(P) Activity Learners describe an actor and their partner has to guess who it is.

AlternativeDescribing people

Learners can review their knowledge

Appearance vocabularyEnglish in Mind 3 p.94

46





exchanges8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

PlenaryI have been successful in the following three ways…I could make this better next time if I…If I were starting again and designing this for myself, I would do this instead…

of descriptive vocabulary (see learning resources). They can also add any new words to their vocabulary notebooks and use them in the activity

Vocabulary Quiz:http://www.examenglish.com/vocabulary/b1_entertainment.htm

8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics8.2.6.1 deduce meaning from context with little or no support in extended talk on a wide range of general and curricular topics

Alternative(W) Learners:

4. listen to a recording 5. (P,f) summarise what they have heard 6. (P, f) describe their own favourite

film.

AlternativeLearners listen to someone talking about a favourite film

Allow learners to listen more than once.Monitor discussion carefully for recurring errors. Encourage learners to give examples and detail in their description.

English in Mind 3 p.95 listening

8.6.1.1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics

8.5.8.1 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics


Pre-learningGive examples of abstract nouns in contrast with concrete nouns.Activity 1(P, f) Learners take a card with an abstract noun on it and come up with:

1. a definition2. a sentence which demonstrates

understanding of the abstract noun Activity 2Learners

1. then write an appropriate sentence for (five) of the abstract nouns of their

Common abstract nounsLearners create sentences using familiar and unfamiliar abstract nouns using the following example cards (copy and cut out for pair work):

Feelings or attributes:Love Hatred AngerPeace Pride Sympath

y

Prepare in advance cards with some familiar and some unfamiliar abstract nouns on them.

47






choice to put into their vocabulary notebooks. Encourage your learners to use imagination/humour, etc. to make them memorable

2. Plenary3. peer assess each other’s work4. vote on the best examples.

Etc.Attributes or states:Charity Success HonestyFailure Loyalty IntegrityBravery Courage BeautyMisery Skill PainEtc.

Ideas or concepts:Culture Informati

onKnowledge

Thought Justice TruthDreams Faith BeliefsTrust Freedom Etc.

Movements or events, etc.Relaxation Friendshi

psTrouble

Hospitality Education

Leisure

Progress Etc.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 topics8.3.3.1 give an opinion at discourse level on a range of general and curricular topics8.2.1.1 understand with little or

(W) Pre-learningIt may be useful to pre-teach some computer game vocabulary.(P) Activity 1Learners describe some computer games that they know and give their opinion on them using key language.(I) Activity 2Learners listen to an interview about computer games.(W) Plenary:

Computer Games Part 1

Write stem sentences on the board (see examples below). Learners describe some computer games using the key language (see learning objectives on the left).For example, I like… but not as much as…I like … much more than…

Introduce learners to some compound

English in Mind 3 Unit 7 Computer Games interview p.56Teacher reference for compound adjectives:

http://www.grammar.cl/english/compound-adjectives.htm

48





no support the main points in extended talk on a wide range of general and curricular topics

Students share their opinions on computer games.

adjectives (see learning resources for examples):full-length, cold-blooded, etc.

8.4.1.1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics8.2.6.1 deduce meaning from context with little or no support in extended talk on a wide range of general and curricular topics8.5.8.1 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics

(W) Pre-learning:Learners:

1. watch (a) short clip(s) of an example of a computer generated film

2. (I) Activity:3. Students read the article on The World

of Computer Animation (see learning resources).

Learners4. (I)read the comprehension questions 5. (W) listen to the text 6. (G, f) answer the comprehension

questions, some of which are open questions, which can be discussed in more depth. (P, f) AlternativeWord formation activityLearners create and complete a table using ten of the abstract nouns from the previous lesson on abstract nouns to show word formation. (G, f) ActivityLearners play word association by matching films and TV entertainment programmes with abstract nouns.For example:Shrek = success or friendship, etc.

Computer animation

Decide how many lessons you would like to spend on this subtopic of computer animation.

Show examples of computer animation or clips from Shrek for example (see learning resources).

Explain CGI (computer generated image).

AlternativeWord formation activity

Draw a table on the board:Word formationsuccess successful succeed

Word formationanger angry (n/a)

n/a = not applicable

Computer animation examples:

YouTube clip of Shrek

Short film for extension: http://www.youtube.com/watch?v=Q1xaySJwTJg

Reading and listening text:Messages 3 Unit 10 Animated films, pp.106 - 107

Finished animation of Final Exam:http://www.youtube.com/watch?v=xZMS-_Y1kp0

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http://www.youtube.com/watch?v=xZMS-_Y1kp0

http://www.youtube.com/watch?v=xZMS-_Y1kp0

http://www.youtube.com/watch?v=Q1xaySJwTJg

http://www.youtube.com/watch?v=Q1xaySJwTJg


Then justify their choice. (W) Learners watch the finished animation Final Exam and discuss how the storyboard led to this animated film. (W) PlenaryWhat three things has your neighbour learnt today?What would your neighbour like to find out more about?What does your neighbour think about…?Set targets with your neighbour by sharing your work

Refer back to the lesson on storyboard writing and show learners the animated version of Final Exam (see learning resources).

8.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics

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

(G) Pre-learning Ask the learners to discuss and make a mind map on the vocabulary related to the topic of films.(I) ActivityLearners plan, write and edit a piece Describing a film.

Film Part 3

(I, P, f) Describing a film using a writing guideDecide how many lessons you would like to cover the stages of brainstorming, planning, peer assessing, editing, writing the final draft and the final peer review.Continue to use the useful stages as in earlier writing exercises. For the peer assessment, it may help to give a particular focus: for example, have they used the pronouns correctly? (f)The teacher monitors and makes a note of any recurring errors for future planning and offers differentiation by support.

Writing guide:English in Mind 3 p.107

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(f)Remember to use these stages for research and presentation, and any other pieces of writing throughout the year.

8.6.14.1 use prepositions before nouns and adjectives use prepositions as, like to indicate manneruse dependent prepositions following adjectives 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 general and curricular topics


(W)AlternativeLearners first familiarise themselves with the key language then play the circle game. ActivityCircle gameLearners come up with sentences like the model one:Learners sit in a circle. The first one says a phrase, for example, Your English is very fluent…The next learner says, for example, I wish I could speak like you.And so on. Learners peer assess and help each other to give a correct ending or beginning phrase.Learners then write a paragraph on a real or imaginary past event, using the key language in context to peer assess.

Write these on the board:

Your English is very fluent, I wish I could speak like you. (similar to, the same as)

I feel great, I slept like a baby.

I couldn’t catch him, he ran like a rabbit.

I failed my English test, as I expected.(as + subject + verb)

Use the gap-fills in the learning resources to help familiarise your learners with the key language. Then play the circle game.

Like and as

http://www.grammar.cl/Notes/Like_vs_As.htm


(G) AlternativeLearners play The best sentence game:

1. divide the class into four groups (A, B, C & D)

2. Give each group four different prepositional verbs or phrasal verbs

3. for homework, each learner writes a sentence which best illustrates the

AlternativePrepositional/Phrasal verbsDecide which verbs you would like your learners to focus on.The website in the learning resources (1) also has an exercise, which could be done at the end of the lesson. Check it first to see if it is the right

Grammar Games M. Rinvolucri CUP p.40 The best sentence

1. http://www.bbc.co.uk/ worldservice/learningenglish/grammar/

51

http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv54.shtml





meaning 4. in their own groups, they vote on the

best sentence for each verb5. Rearrange the groups to include one

A, B, C and D. Learners then teach each other their set of verbs.(I) PlenaryLearners try to name as many phrasal verbs they learnt as they can.

level for your learners.

Here are listed verbs with adverbs and prepositions. These verbs have a special meaning, therefore they are used in sentences

learnit/learnitv54.shtml 2.3. Teacher reference:


Alternatives:http://www.englisch-hilfen.de/en/grammar/phrasal_verbs.htm

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding

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

ActivityLearners begin by exploring aspects of vocabulary for computer games/computer science that are similar or the same in Russian or Kazakh.PlenaryLearners critically analyse the Minecraft review:

1. from the parents’ point of view2. from the designers’ point of view3. from the review writer’s point of view4. from their own point of view as a

consumer.

Computer games Part 2Ask if any of your learners know about Minecraft. Ask which computer games your learners play and whether they play online with other users.Minecraft was designed for 11-year-olds and upwards and has proved incredibly popular for older teenagers. Some of your learners may already know about it. It has a thriving online community, which could lead to an interesting discussion about online safety.A consumer is a person who uses the final product.

Minecraft review example:http://www.commonsensemedia.org/game-reviews/minecraft

Reviews of games by 13- year-olds, if you need/want other examples:http://www.commonsensemedia.org/reviews?media_type=29233&recommended_age=13

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http://www.commonsensemedia.org/reviews?media_type=29233&recommended_age=13



http://www.commonsensemedia.org/game-reviews/minecraft



http://www.englisch-hilfen.de/en/grammar/phrasal_verbs.htm








opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics8.5.4.1 use, with some support, style and register appropriate to a limited variety of written genres on general and curricular topics

(I, f) Alternative activity

Learners write a review of a computer game of their choice.

Differentiation depending on your learners.Learners produce:

1. a paragraph2. a lengthier review in magazine style,

that is, with two columns.

Computer games Part 3(f) Remember to use the stages of writing as described in Term 1 (page 19) if this is needed in any pieces of writing throughout the year. (P, f) Peer assessment – it may help to give a particular focus: for example, have they used the subject specific vocabulary or to-infinitive/+gerund (from Term 1) or prepositional verbs, etc. correctly? (f) The teacher monitors and makes a note of any recurring errors and offers differentiation by support.

8.1.3.1 respect differing points of view8.1.8.1 develop intercultural awareness through reading and discussion8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics 8.5.5.1 develop with support coherent arguments supported when necessary

Alternative(I) ActivityLearners first connect clauses with connectors by using the prompt cards depending on their level.Learners write a review of a film using connectors.Differentiation:Learners can write either a paragraph or a longer piece.Learners peer assess by saying two things they like and one area of improvement. This can be done by putting a more able with a less able

Alternative Film Part 4Write a film reviewPrepare connector cards and cut them up:

but and so becausePrepare clauses and cut them up:

He likes coffee…

….she likes tea

I wanted to go…

…it looked interesting

e.g. Answers:He likes coffee, but she likes tea.

Connectors worksheetshttp://www.eslprintables.com/grammar_worksheets/connectors/(you will need to register and contribute to the site in order to access this material)

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http://www.eslprintables.com/grammar_worksheets/connectors/




by examples and reasons for a growing range of written genres in familiar general and curricular topics8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topicsand some curricular topics

learner.

(W) PlenaryHow does today’s learning link to other subjects?How can you use what you have learnt today in other subjects?What skills can you take from today and use elsewhere in school?

I wanted to go because it looked interesting.Differentiation:You control the connectors by using basic ones for less able learners and introducing new ones for more able learners.Learners then write the review using some of the connectors. Monitor and praise the good use of connectors for those less able as well as for those more able.You may like to use the suggested learning resource Imaginative Projects in other lessons for this unit.Imaginative Projects Unit 2 describes a project Movie Moguls from which you can choose other activities to focus on depending on your learners, the amount of time you have got and the sort of equipment and technical help you have. For example:

1. auditioning for a role in a film;2. film making vocabulary;3. make your own film.

Alternatively, you can organise your own activities based on the above ideas.

8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a growing range

Pre-learningChildren choose, from a bag, a word they have learnt during the previous lesson. They should attempt to

Revision of if, unless, if only conditional clauses and wish clauses

Teacher reference:

http://www.ecenglish.com/learnenglish/lessons/unless-

54

http://www.ecenglish.com/learnenglish/lessons/unless-and-if



of familiar general topics and some curricular topics8.5.7.1 use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics8.6.17.1 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

describe the term to the other members of the class without using the word itself. Learners can then jot down word they think it is on whiteboard or put hand up as soon as they know. Set a time limit to prevent too much pondering!Learners brainstorm the names of Kazakhstani newspapers they read and discuss in pairs the tips of how to write an effective article. (I)ActivityLearners:

1. - learn how to turn a piece of writing into newspaper columns

2. - write a newspaper article on the aspect of Entertainment and media of their choice. Learners follow the writing stages (brainstorm, plan, etc.) and use Microsoft Word to create a two-column article as they have learned.

3. Encourage learners to use conditional clauses in their writing.

Newspapers and magazines (five lessons approx.)

Open class feedback after discussion.To create newspaper-type text in columns in Microsoft Word, choose Page Layout, and then Columns then click how many columns you would like (see learning resources).

and-if

http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-84051.php

Access to computers and Microsoft Word in order to design a two-column article

How to make newspaper columns:http://www.youtube.com/watch?v=BSSMSRHGNsg

Teacher reference only for making a classroom newspaper:http://www.enchantedlearning.com/newspaper/

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 8.1.1.1 use

AlternativeActivity(G, f) In groups, learners create a quiz for Who wants to be a millionaire? for other groups to play. They brainstorm, write and edit their questions and answers based on Term 2 Unit 1.

AlternativeDecide how many lessons you would like to use for this part of the unit Ask your learners about any reality TV shows they know. Explain, that they will get an opportunity to organise a quiz show, like Who wants

English in Mind 3 Unit 5 Reality TV

Kazakhstani version:

https://ru.wikipedia.org/

55

https://ru.wikipedia.org/wiki/Who_Wants_to_Be_a_Millionaire%3F

http://www.enchantedlearning.com/newspaper/



http://www.youtube.com/watch?v=BSSMSRHGNsg

http://www.youtube.com/watch?v=BSSMSRHGNsg






speaking and listening skills to solve problems creatively and cooperatively in groups8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics8.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

(W f) Learners play Who wants to be a millionaire?

(W) PlenaryLearners are asked to choose a music style, sum up the learning and then recite it in the chosen style.

to be a millionaire? First learners complete the gap-fill vocabulary exercise on page 41 in English in Mind 3 in pairs. There is no need to go over the whole exercise for the whole class. Instead, swap pairs to peer assess the answers, including the spelling. Ask if there are any questions.

Then ask learners to scan read the text on page 40, read the questions in 1d and listen to the recording in order to find the answers.

Depending on your learners, present the modal verbs or review them using the exercise on page 41 and page 42. Monitor learners’ questions and answers for the quiz and offer support.

wiki/Who_Wants_to_Be_a_Millionaire%3F

http://millionairetv.dadt.com/

http://www.puffgames.com/whowantstobeamillionaire/

English Secondary 84. Sport, Health and Exercise

Recommended prior knowledge Most learners will have prior knowledge of some of the vocabulary associated with Sport, Health and Exercise.Context As this is a Content with Language unit, learners will learn about medicine, health and how to visit a doctor’s surgery. This unit continues to centre on everyday key language, which learners need to be very familiar with and comfortable using at this. This is an opportunity to fill any gaps in their knowledge both in vocabulary and sentence structures. This relates to biology, chemistry and computer science.

56



http://millionairetv.dadt.com/



Outline Learners will: focus on sport and exercise, learning about and holding a debate on the use of apps to keep fit (this relates to computer science) learn about healthy food (this relates to biology and chemistry) role-play a visit to the doctor’s surgery learn about illness and injuries (this relates to biology) continue the discussion about happiness in the context of living for a long time or winning a large amount of money.For learners’ safety teachers should pay attention to the theme “Healthy Habits” and prepare some lessons using sites:http://kidshealth.org/parent/positive/family/tv_habits.htmlThe suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.Key learning objectivesLearners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups8.1.3.1 respect differing points of view8.1.7.1 develop and sustain a consistent argument when speaking or writing8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics8.2.4.1 understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts8.5.1.1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics8.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in

57

http://kidshealth.org/parent/positive/family/tv_habits.html

familiar general and curricular topics8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics8.6.12.1 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 topics8.6.13.1 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 topics8.6.17.1 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 topicsKey:W = whole class work G = group work P = pair work I = individual workf = formative assessment




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

Pre- learning: (I) Label the body diagram(W) Play music that enhances certain activities (quiet music for a reading activity, dance music for an energetic TPR activity). Ask your students for their reactions.

Sports and keeping fit appsIntroduce the key language (see learning objectives and learning resources), some of which your learners will already know.

As more and more of our lives tap

http://www.enchantedlearning.com/subjects/anatomy/body/label/

http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/

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general and curricular topics

8.4.3.1 understand the detail of an argument on a 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 range of familiar general and curricular topics, including some extended texts

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 familiar general and curricular topics

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

8.1.3.1 respect differing points of

(W) ActivityLearners look at the photos and guess the topicBrainstorming: Discuss: how important is keeping fit? What should people do to keep fit? How do people in Kazakhstan try to keep fit?Learners read the Qs and find the answers in the text (G) Learners discuss and recommend activities to each other.An alternativeLearners give their advice to Couch Potato person.(W) Follow-upDiscuss: can machines help us keep fit? How? (I)Learners read the photocopied short descriptions on two apps (see right). Learners list the advantages and disadvantages of using an app to keep fit and keeping fit with friends and family or in clubs using key language with support from the teacher.AlternativeActivityLearners hold a debate on the pros and cons of using apps to keep fit.

Follow-upWriting a short piece on:

into technology, learners are given the opportunity to critically analyse what it means to rely on technology to keep fit and healthy.

Two examples of appsWelloThis app works by connecting users with personal trainers for video-based workouts. Wello has launched group classes for a range of activities, including yoga, tae kwon do and high-intensity interval training. On the apps homepage is a list of available instructors and classes available for a sign-up as well as the time and date for the class.

NoomNoom sometimes comes pre-installed in a mobile device. You log daily activities and meals on the app.With the app coming pre-installed in the newer versions of android-powered smart phones, it has a detailed workout system in place as well as a diet plan.

learnitv202.shtml

http://www.k12reader.com/term/comparative-adverbs/

https://learnenglish.britishcouncil.org/en/english-grammar/adverbials/comparative-adverbs

http://www.grammar-quizzes.com/sameas.html

Malcolm MannSteve Taylore – KnowelesLaser Student`s book B1+pp.104-105

https://www.lessonplanet.com/

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https://www.lessonplanet.com/search?keywords=debate&utm_source=bing&utm_medium=cpc&utm_campaign=Social%20Studies%20(Search)&utm_term=teaching%20debate&utm_content=Debate&layout=thumbnail










view How technology can help us keep fitModel sentences of key language using far more/not as:Apps can help us get fit far more quickly/not as quickly as playing football with friends.

search?keywords=debate&utm_source=bing&utm_medium=cpc&utm_campaign=Social%20Studies%20(Search)&utm_term=teaching%20debate&utm_content=Debate&layout=thumbnail

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 topics8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics8.6.13.1 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

(G) AlternativeLearners talk about definite arrangements for the future based on what sport they do.For example,We are playing football next weekend.Learners talk about their intentions:For example,We are going to play football next weekend

(W) PlenaryWhat homework would you set yourself on what you have learnt today? How would this help you to build on what you have done?

AlternativeSport and achieving your goals

Decide how many lessons you are going to spend on this section depending on your learners.

Use the available resources (see learning resources) to help your learners recognise and use key language.

Although this sub-topic is sport, be careful to work towards the learning objectives on the left.

The examples on the right show:1. something that has been arranged2. something, that they intend to do.

Messages 3 Unit 5 Goals Sports

Talking about the future:Teacher reference:

http://learnenglish.britishcouncil.org/en/english-grammar/verbs/talking-about-future

http://www.englisch-hilfen.de/en/grammar/hilfsverben2.htm

http://www.englishpage.com/modals/modalintro.html

English in Mind 3 pp.6 – 7


(W) Pre-learningPut a question on the board related to the previous lesson and have different answers around the room. Students go to the one they think is right and

Illnesses and injuries

Going to the doctor’s

Messages 3 Unit 9 Illnesses and injuries pp.96 – 97

60











8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics8.6.13.1 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

justify their decision.

(I) ActivityLearners first match the description with the pictures in exercise 1 on page 96 (see learning resources).Learners listen to the recording and say if Lizzie and the man agree or not.Learners read the questions, listen again and answer the questions.

(W) Plenary:Do you know 1st aid tips?What are they?Have you ever provided 1st aid?Describe the situation.

Visiting the surgery

Note that we say Doctor’s which is short for Doctor’s Surgery.

1st aid tips:http://www.webmd.com/first-aid/first-aid-tips1st aid vocabulary:http://www.passporttoenglish.com/Advanced-English/Lesson12/Vocabulary.html



(P) Pre-learningLearners predict what they might hear in the recording(s). Learners answer the comprehension questions. Allow learners to see any questions first before listening to focus.

(I) Activity 1Learners listen to the conversation between two people; match each person to the correct picture(W) Plenary:1. Which jobs or professions are most respected in your country?2. Do many people from your country

The listening (see learning resources) is at elementary level (A2) level but is useful to fill any gaps in your learners’ knowledge.

Pre-teach any difficult or unknown vocabulary.The second resource is B1. Feel free to pause and allow your learners to listen more than once.

A2 level listening:Just Listening and Speaking Marshall Cavendish Education, Unit 9 Listening Ouch! It hurts! Speaking What’s the matter?B1 level listening:http://learnenglish.britishcouncil.org/en/professionals-podcasts/english-medicine-doctors-view Malcolm Mann, Steve Taylore-Knowles Speaking and listening p.40

Vocabulary building:English Vocabulary in Use

61

http://learnenglish.britishcouncil.org/en/professionals-podcasts/english-medicine-doctors-view



http://www.webmd.com/first-aid/first-aid-tips

http://www.webmd.com/first-aid/first-aid-tips


live and work abroad? S.Redman CUP Units 54 and 55

8.3.6.1link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics8.2.4.1 understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

Pre-learning:Model dialogue(W, f) ActivityLearners write, edit and role-play a visit to the doctor’s.

Learners record the role-play;play back the recording;PlenaryLearners give constructive feedback to their peers and/or self-assessment.Alternative(G) Activity Play a card game about football.

Illnesses and injuries

This works very well for recording and giving feedback as well as for peer and self-assessment.

Monitor carefully at the writing and editing stage and offer support.Allow learners to self-assess the recording and re-record as many times as is necessary. Once they are happy with the recording, learners can then share it with other learners for peer assessment.AlternativeFootie Stars (Footie = football)This is a simple card game where learners ask and answer questions. Depending on the answer, the highest or lowest score wins.

video recorder to record the learners’ role-play

http://www.multimedia-english.com/videos/a-real-visit-to-the-doctor-2275

http://bogglesworldesl.com/doctor_roleplay.htm Teen World: Multi-level photocopiable activities for teenagers J.Budden pp59 -59

8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups8.3.5.1 interact with peers to negotiate, agree and organise

(I) Pre-learning:Online vocabulary quiz (I) Activity:Students read the text and complete the excercises.

Health vocabularyVocabulary in contextWrite some of the health vocabulary on the board. Ask learners which words they know.

Vocabulary list:http://www.examenglish.com/vocabulary/b1_health.htm

Reading:62

http://www.examenglish.com/vocabulary/b1_health.htm

http://www.examenglish.com/vocabulary/b1_health.htm

http://bogglesworldesl.com/doctor_roleplay.htm

http://bogglesworldesl.com/doctor_roleplay.htm





priorities and plans for completing classroom tasks8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

(P) Here are some examples of activities for new language. For example:

(I) cut up sentences for students to arrange in the correct order

(II) (P) ask learners to substitute words in the sentences but make sure they still make sense (I) Match the words with pictures

(III) (P) Students mime to each other and try to guess what the mime is. First students create their own interesting or funny sentences using the correct form (P, f) PlenaryThen peer assess each other’s work.

Check everyone understands and explain the ones they do not know.Remember that any new language needs to be seen in context and to be made meaningful to learners. As always, encourage learners to come up with their own sentences in pairs. (f)

http://busyteacher.org/15183-health-food-lifestyle-newspaper-article-reading.html

8.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics

Learners learn about the healthy eating pyramid.(W) Pre-learningStudents watch the healthy eating video (I) ActivityLearners create their own healthy eating pyramid based on food from Kazakhstan.(W) PlenaryEncourage learners to tell three things they have learnt well, What can be improved next lesson? How will you do that?

Health pyramid Learning about the healthy eating pyramid. Although the healthy eating pyramid is described as upper-intermediate, it can be adapted for your learners.

Pairwork and Groupwork M.Levy & N.Murgatroyd Unit 7.3 Healthy eating

https://www.youtube.com/watch?v=ZcNpcqtl2yU

8.6.8.1 use a growing variety of (W) Pre-learning Living forever English in Mind 3 Unit 4 Live 63







future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics8.6.17.1 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

Learners make up one question based on the topic of the previous lesson. Learners in turns stick the question to the board, then answer the question of their peers.(I) Activity:Conditional sentencesPractice

Learners begin by reading the text from the Student book and then critically analysing if living longer would be a good thing. Why? Why not?

Refer back to the Happiness survey that the learners did in Term 1. Do they think that living forever would be a good thing? Would it make people happier? Why? Why not?The second conditional is used to talk about imaginary situations or abilities and their consequences. For example: If I lived to 200, I would have the time to do everything!Compare with the first conditional:If I exercise, I will live longer.

forever, p. 32, ex. 1

http://www.examenglish.com/grammar/B1_second_conditional.htm

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 topics8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

(W) Alternative:Learners sit in a circle. The first starts by saying something impossible.For example,If I found/won a million tenge.Going clockwise, the next learner finishes the sentence.For example,I would buy an expensive houseThe third learner starts another sentence, and so on.

HappinessconditionalsRemind learners that the second conditional is to talk about impossible things. For example,If I found a million tenge, I would…

Make sure that everyone has a chance to finish sentences by starting with a different learner for the second round.

Teacher reference (conditionals):

http://learnenglish.britishcouncil.org/en/quick-grammar/conditionals-1

http://busyteacher.org/16793-second-conditional-what-if-speaking-activity-ppt.html

Alternative(W) Pre-learning:Refresh the phrasal verbs from the Student book(W) Activity 1

Alternative

Refer back to Term 1 and the Happiness reading and survey.

Review:English in Mind 3 Unit 14 phrasal verbs

64








Learners: take part in an Act out… activityreport back to the class (G, f) Activity 2Learners take part in the Phrasal Race In their teams, learners have (five) minutes to write as many sentences as they can, using the verb as a phrasal verb. For example:I get on with my sister.Learners assess each team’s answers.Learners decide on the winning team.(G) Activity 3:Catapult game(W) PlenaryName 3 good things you liked and one thing which you would like to improveWhat I found interesting/learnt/struggled with

Ask learners to list as many phrasal verbs as they can remember. Monitor for correct usage.

(See learning resources for other activities.)

Second activity:Learners get into teams. The teacher writes a verb such as get or takeLearners then write as many sentences as they can with a phrasal verb using the stem verb. The winning team is the one with the most correct examples.

Phrasal verbs activities:Act out:http://www.teach-this.com/Phrasal_Verbs.html

Catapult game:http://www.eslgamesplus.com/phrasal-verbs-catapult/

65

http://www.teach-this.com/Phrasal_Verbs.html

http://www.teach-this.com/Phrasal_Verbs.html

English Secondary 85. Reading for Pleasure

Recommended prior knowledge Some learners prefer reading non-fiction as a way of pursuing their own hobbies and interests. Other learners will read regularly at home. Learners will have come from different schools and have different learning backgrounds so their reading proficiency in English is likely to be mixed. Bear this in mind when you choose reading texts. If you are not sure of your learners’ reading level, encourage learners to assess their own reading level sites like:http://oup-bookworms.com/find-your-reading-level.cfmContext This is an opportunity to encourage a love of reading, so learners are given the opportunity to improve their reading through intervention strategies if necessary, to pursue their own interests in literature and to extend their reading.Outline Familiarise yourself with all the 8 grade reading learning objectives. Allow access to a variety of non-fiction reading texts. Suggestions are given below. The teacher is free to choose which texts are used and some suggestions are made below under learning resources. It is not necessary for the whole class to focus on the same text, as the aim is to encourage reading for pleasure rather than following one text. Allow for differentiation and have available a variety of texts. This in turn will help fluency and vocabulary acquisition. The unit “Reading for Pleasure” helps the students to acquire knowledge on their own, thus, encouraging them in their studies. The suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.Key learning objectivesLearners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.

8.1.3.1 respect differing points of view8.1.7.1 develop and sustain a consistent argument when speaking or writing

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http://oup-bookworms.com/find-your-reading-level.cfm

8.1.8.1 develop intercultural awareness through reading and discussion8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics8.S.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics 8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics8.3.8.1 recount some extended stories and events on a range of general and curricular topics8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and 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 texts8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres8.4.9.1 recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar 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 topics8.5.6.1 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics8.6.9.1 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 topics8.6.11.1 use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of familiar general and curricular topics8.6.12.1 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 topics8.6.14.1 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 topics8.6.16.1 use a growing variety of conjunctions including since, as to explain reasons and the structures so ... that, such a ... that in giving

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explanations on a range of familiar general and curricular topicsKey:W = whole class work G = group work P = pair work I = individual workf = formative assessment



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8.1.3.1 respect differing points of view8.4.4.1 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 writing8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

Learners are encouraged to share their reading interests, both fiction and non-fiction. In this lesson the learners will learn the reading strategy of predicting through the context of the text - See more at: http://www.englishlessonplanner.com/plans/11152#sthash.vEegCTjs.dpufPre- learning:(P) The students try to elicit through pair work whether they can guess through non-linguistic features what predicting is. They are going to be asked and later told that there are some other features that could help learners predict the content of a passage. Activity (W) To set lesson context and engage students1. Ask whether the weather is hot or cold. Ask what the weather will be like in the next couple of days; who predicts the weather and why they do so, trying to come up with some ideas. These questions are somehow related to the topic of the lesson, prediction. Hence, leading them in to the final question: Is it good to predict what we are going

Encourage learners to explore a variety of fiction and non-fiction books. Take the time to discuss their choices on an individual basis. This is a good opportunity to discuss Kazakh and Russian reading texts in English. Ask how the book club or reading club (see learning resources) is getting on, either after school or online (using the school portal)

Predictions are based on clues such as pictures, illustrations, subtitles and plot learners will have made progress in the reading scheme (see learning resources).

InferringThis strategy allows the reader to move beyond the literal text and make assumptions about what is not explicitly stated in the text. It can involve predictions, conclusions and interpretations that are neither confirmed nor rejected

Teacher records key words / phrases onto cards. Pupils then arrange these to create an outline of the text and re-tell in summary.Summarising is the ability to reduce

With prior warning, learners bring in:book(s) they are currently reading (fiction or non-fiction)Access to:Dictionaries Online dictionariesOxford University Press Bookworms:http://www.oup-bookworms.com/

http://www.oup-bookworms.com/downloads/pdf/oxford_bookworms/syllabus.pdf

https://elt.oup.com/teachers/readingcircles/?cc=kz&selLanguage=en

http://www.englishlessonplanner.com/plans/11152

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http://www.englishlessonplanner.com/plans/11152#sthash.vEegCTjs.dpuf




8.3.2.1 ask more complex questions to get information about a range of general topics and some 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

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics


8.3.8.1 recount some extended stories and events on a range of general and curricular topics

8.4.9.1 recognise inconsistencies in argument in short texts on a

to read? Will it help our understanding? And with this question we move to the next phase"

Activity (P) Students look at some extra linguistic features, some pictures will be put on the board. They look at three different pictures, guess what the passage will be about and discuss in pairs what the passage is about and why. (1 min only). Then they should share their ideas about the pictures. At this stage, no suggestions will take place and probably better and more impulsive rather than reflective learners will have their share to avoid their boredom. Differentiation:To provide students with less challenging predicting task to match Bloom's taxonomy the learners are divided into groups of four. They are told that they will be given the paragraphs one by one. They are first supposed to see whether they guessed correctly on their guessing with the pictures and title and the words provided in the

a larger piece of text so the focus is on the most important elements in the text. The re-stating or re-writing of text into other words is referred to as paraphrasing. Summarising and paraphrasing involve using the key words and phrases to capture the main focus of the text.

Differentiation:T asks students what the passage will be about to see whether weaker students have come up with ideas or not: Can you tell me what you think picture A is about? (If he cannot answer, more capable learners will be asked.)

Following strategies can be recommended for teachers:

Strategies that can help students read more quickly and effectively include:Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection

http://wp.lps.org/jlane/files/2014/01/Optional-Daily-Reading-Logs.pdf

http://www.buzan.com.au/learning/HowtoSummariseaBookorReportUsingMindGenius.pdf

https://docs.google.com/file/d/0B1gANbLU7hbRckZtR0Y5Rll0bjQ/edit?pli=1

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limited range of general and curricular subjects8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres

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

8.3.3.1 give an opinion at discourse level on a range of 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 topics8.4.3.1 understand the detail of an argument on a range of familiar general and curricular topics, including some extended texts8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range

pre-reading phase. CCQs: Will you get the whole passage? Will you work with your friends?

To provide an opportunity to respond to the strategy development to a higher level learning objective by applying predicting on a new passage1. The students form groups of three. 2. They are asked to activate their strategy learning procedures to match the higher-level objective: Bloom's Application and Analysis. Comprehension: What is predicting? Application: Is predicting helpful to improve your understanding of a reading passage? Analysis: How is predicting related to reading? For the feedback, some more challenging questions are posed to help them move to higher-level objectives: Synthesis: Can we improve what we do while predicting? Evaluation: Do you like this technique? Plenary:Whole class Feedback. Teacher asks the question: Can you guess what the next paragraph will be? ...

Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and contentSkimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictionsGuessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them upParaphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text

Discuss the advantages of reading books .Stimulate them to identify the reasons of ignoring reading booksAsk students to identify different types of letters that can be addressed to the characters.

Teacher inspires the learners to 71


of familiar general and curricular topics

8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics

8.3.2.1 ask more complex questions to get information about a growing range of general topics and some 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

8.5.5.1 develop with support coherent arguments supported when necessary by examples and

. Pre-learning(P) Student A takes the sheet with the title of the book, chooses a partner and describes the characters. Student B must guess the book. Activity

(I) Letter to the Character. Write a letter to the main character of your book asking questions, protesting a situation, and/or making a complaint and/or a suggestion. This must be done in the correct letter format.showing events of the story and draw a map showing the location(s) where the story took place. Differentiation:(G) Change the Climax. Choose one part of the story that reached a climax. If something different had happened then, how would it have affected the outcome? Invite one of the characters to dinner, and plan an imaginary conversation with the person who will fix the meal.Differentiation:

describe an imaginary meeting of the two characters and create a dialogue between them. The students should use specific vocabulary, related to the topic of the passage, appropriate grammatical structures. Teacher provides additional help by distributing clichés and encouraging them to use their own imagination.

It is better to organise group or guided reading, because it will help less prepared students to be alert and get some help in time from their more abled classmates collaborating in groups.

https://www.google.kz/search?q=inferring+for+reading+books.pdf&oq=inferring+for+reading+books.pdf

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reasons for a growing range of written genres in familiar general and curricular topics8.5.6.1 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

(G) Change the Climax. Choose one part of the story that reached a climax. If something different had happened then, how would it have affected the outcome? Invite one of the characters to dinner, and plan an imaginary conversation with the person who will fix the meal.Differentiation: Learners are divided into pairs or groups according to their knowledge levels or to their interests. It will help the teacher to organize the work effectively.

Differentiation: less capable learners can be provided with graphic organizers and fill them in by using the basic text.PlenaryLearners reflect on their strong and weak points


8.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of

Differentiation:(G) Group or guided reading: Some learners may need to do group or guided reading using books at their level (see learning resources for suggestions).

Pre-Learning

Learners will have made progress in the skimming (see learning resources).

Encourage the learners to write an inference to a passage, giving coherent arguments and expressing their thoughts about the topic

Oxford University Press Bookworms:http://www.oup-bookworms.com/

http://saradavila.com/front/2015/10/28/global-scale-of-

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http://saradavila.com/front/2015/10/28/global-scale-of-english-for-academic-purposes-granular-insight-into-the-cefr/


http://www.oup-bookworms.com/

http://www.oup-bookworms.com/


written genres in familiar general and curricular topics8.5.6.1 link independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics


To set lesson context and answer the questions:The world is very different from how it was 50 years ago. What has changed? Did you think that people 50 years ago thought these changes would happen? Which do you think they would not have predicted?

Activity (P) Provide students with less challenging gist and specific information reading/listening tasks.Hand out the title, introduction and headings. Discuss in pairs their predictions for the article. Which sentences will go under which headings? Pyramid checking.(P) Provide students with more challenging detailed deduction and inference reading/listening tasks.Hand out the full article with true and false statements. Allow time to work through them, pyramid checking.Provide with an opportunity to respond to the text and expand on what they have learned.Read it again and underline which is most surprising to you. Discuss with your partner what will happen, what might happen, and what won’t

discussed.Encourage learners to discuss their reading:What do they particularly like about the content or the style of writing?Do they have a favourite character and why?Why do they enjoy reading about (computers, dinosaurs, birds, trains etc.)?

Provides the students with an opportunity to respond to the text and expand on what they have learned.

english-for-academic-purposes-granular-insight-into-the-cefr/

http://www.englishlessonplanner.com/plans/1513Level A2/B1:Oxford Bookworms Library Stage 2

Level B1:Oxford Bookworms Library Stage 3

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happen. Make your own prediction regarding a topic. Discuss in pairs and then discuss as a class if everyone agrees.

Differentiation:(I) Learners are given a ten minute warning before the end of the lesson to allow those learners who may be ‘lost’ in their reading to come round in the next five minutes, perhaps to get to the end of a chapter or paragraph (P) Learners are given time at the end of the lesson to chat to their partner or you about what they have been reading

PlenaryTell me three things...- you have learnt todayyou have done well- the group has done wellyou would like to find out more aboutyou know now that you didn’t know 50 minutes ago

8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular

Alternative taskPre-Learning(P) Learners discuss whether they are First, middle or last children in

Teacher distributes worksheets with the text content. Teacher encourages the learners to work in groups and discuss the main topic of the text.

http://www.sheknows.com/parenting/articles/974203/does-birth-order-affect-personality

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topics8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and 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 texts8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics

the family and how it matters in their lives.Activity(G) Learners read the text “Does birth order affect personality?” and answer the teacher’s questions. Class surveyEach learner creates five questions, rotates around the classroom, asks the questions and makes notes. 1. Are you the youngest in the family?2. Is it important for you?3. Does the order make any difference?4. Are your personality and behaviour determined by the order of the birth?5. Would you like to change anything?

After making the notes learners return to their seats and analyse the information. They Must write 5 sentences, summarising their survey.

Differentiation: Teacher prepares blank sheets for surveys for each learner, monitors the learners and supports them

Teacher prepares blank sheets for surveys for each learner, monitors the learners and supports them while making survey.

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while making survey.

PlenaryLearners draw a picture, reflecting their thoughts on a sheet of paper.

English Secondary 86. The Natural World

Recommended prior knowledge Most learners will have prior knowledge of some of the vocabulary associated with Sport, Health and Exercise, Entertainment and Media and Reading for PleasureContext As this is a Content with Language unit, learners will learn about habitats, the environment and the weather through English. This relates to biology, geography, maths and computer science.

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This unit continues to concentrate on key language, which learners need to be very familiar with and comfortable using at this. This is an opportunity to fill any gaps in their knowledge both in vocabulary and sentence structures.Outline Learners learn about geographical features of Kazakhstan (this relates to Geography) world heritage sites around the world (this relates to Geography and Biology) a specific world heritage site in Kazakhstan and one specific animal (this relates to Biology) a newsletter on Our Endangered Planet (this relates to Geography) how to write a campaign letter the Saiga. For learners’ safety teachers should pay attention to the theme “Natural World” and prepare some lessons using sites:http://environment.nationalgeographic.com/environment/natural-disasters/earthquake-safety- tips/http://www.disasterready.org/?gclid=CMX6gKjizbsCFUZY3god8w8AGg http :// www . searo . who . int / entity / emergencies / EHA _ pocket guide . pdf http :// emergency . tufts . edu / guide / natural - disaster / http :// www . gio . com . au / tools - tips / natural - disasters - safety - information and othersThe suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.Key learning objectivesLearners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers8.1.3.1 respect differing points of view8.1.7.1 develop and sustain a consistent argument when speaking or writing8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics8.2.7.1 begin to recognise typical features at word, sentence and text level of a growing range of spoken genres8.2.8.1 understand extended narratives on a wide range of general and curricular topics8.3.1.1 use formal and informal registers in their talk on a growing range of general and curricular topics8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics

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http://www.gio.com.au/tools-tips/natural-disasters-safety-information

http://emergency.tufts.edu/guide/natural-disaster/

http://www.searo.who.int/entity/emergencies/EHA_pocket%20guide.pdf

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks8.3.8.1 recount some extended stories and events on a range of general and curricular topics8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and 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.R7 recognise typical features at word, sentence and text level in a range of written genres8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics8.5.5.1 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 8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics8.5.7.1 use with minimal support appropriate layout at text level for a range of written genres on familiar general and curricular topics8.5.8.1 spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics 8.5.9.1 punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy8.6.1.1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics8.6.3.1 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 topics8.6.4.1 use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and curricular topics8.6.6.1 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 topics8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topicsKey:W = whole class work G = group work P = pair work I = individual workf = formative assessment



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8.5.9.1 punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy

Pre- Learning:Write "Tell us something we don't know" on the board.

Draw a map of Kazakhstan. By drawing lines, show students where you went on a trip, and tell them about it. Then call on several students to do the same. The trips can be truthful or fictional.

Activity(P) Learners put the following labels on a map of Kazakhstan:7. Akmola8. Aktobe9. Almaty10.Atyrau11.Karaganda12.Kostanai13.Kyzylorda14.Mangistau15.Pavlodar16.North Kazakhstan17.East Kazakhstan18.South Kazakhstan19.West Kazakhstan20.TarazLearners: Learners: 1. (W) discuss which areas they have been to 2. (P) read the descriptions in pairs

Encourage learners to ask and respond questions about landmarks and nature of Kazakhstan.

The Natural World in Kazakhstan

This is a Content with Language unit and so learners will be learning about the natural world through English.Check that learners are happy with the names of the regions on the left and change the names and/or spelling if necessary.Some learners may not know the regions or where they are situated exactly so the teacher should ask them to help each other and encourages them to ask you questions.Ask learners to talk to each other about which parts of Kazakhstan they have visited.

Ask them to read the descriptions. Tell learners to make a note of all the new words they come across in their vocabulary notebooks, using dictionaries to help.For the competition to find as many

http://www.eslflow.com/environmentlessonplans.html

Maps of Kazakhstan

An outline of Kazakhstan with the regions (but not labelled).Always check the websites are live before the lesson and find substitutes as necessary:

Description of areas of Kazakhstan:http://www.kazakhstan.orexca.com/oblasts_kazakhstan.shtmldictionariesHabitats:http://www.bbc.co.uk/nature/habitatsDescription of steppe in Kazakhstan for teacher reference or extension reading for more able learners:http://www.kazakhstanbirdtours.com/habitats.html

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http://www.kazakhstanbirdtours.com/habitats.html



http://www.bbc.co.uk/nature/habitats

http://www.bbc.co.uk/nature/habitats

http://www.kazakhstan.orexca.com/oblasts_kazakhstan.shtml






8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

8.6.1.1 use some abstract nouns and complex noun phrases on a range of familiar general and curricular topics

using dictionaries if necessary (see learning resources) 3. (W) discuss what they have read. Activity(G) In groups, learners spot as many words associated with habitats as they can. The group with the most is the winner.(P) Learners, in pairs, write a short description in their own words. For example:Pavlodar This area includes the picturesque Bayan-Aul National Park, which is forest, shrub, steppe and meadow.PlenaryAsk students to produce a mind map of their learning. This could be done using concept branches, key words, 3 things they have learnt etc.

words related to habitats, make sure you have a definitive list to check. For example, steppe, semi-desert, shrubbery, grass, limestone, plateau, seas, arid, wetlands, swamps, mountain range, river, vegetation, forest, shrub, meadow, pastures, mountainous, taiga, glaciers, lakes.

Learners then write a short description of approximately 10 – 15 words for each area based on the description given, but in their own words. Monitor and offer support, giving learners plenty of time.

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general

Pre-learningLearners predict the key points from the video “Discover UNESCO World” Heritage with street view about world heritage, which they are going to watch.

ActivityLearners watch the video, comment on what they see.Learners summarise what world heritage sites are and what the man in

First, ask if learners know what world heritage sites are and if they know any examples.

Ask if learners are familiar with Google Earth and Google Street ViewIf learners are not familiar with this, take the time to show them (see learning resources).

Video of world heritage sites using Google Street View:http://www.youtube.com/watch?v=zFvftNzNq_Y

World heritage sites on Google Street View:http://maps.google.co.uk/intl/en/help/maps/streetview/gallery/unesco-world-heritage/index.html

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http://maps.google.co.uk/intl/en/help/maps/streetview/gallery/unesco-world-heritage/index.html



http://www.youtube.com/watch?v=zFvftNzNq_Y

http://www.youtube.com/watch?v=zFvftNzNq_Y


and curricular topics, including some extended texts

8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts8.6.3.1 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 topics8.6.4.1 use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and curricular topics

the video believes is important.Mini-project “My Favourite World Heritage”Leaners are divided into groups of three and 1 – brainstorm ideas, drawing mind-maps2 – choose the best one and distribute the roles in the group3 – arrange suitable materials and write it on the poster as clichés, names of places, verbs to support their speech while presenting 4 – draw the main ideas in the form of pictures, schemes, signs5 – present the mini-project6 – assess each other’s works according to the discussed criteria, give comments

Plenary(W) Learners hang their works on the walls, rotate along the classroom and write 2 compliments and one wish on the posters.

Before you show the video, ask them to think about what the man believes is important about world heritage sites. Show the video of world heritage sites which uses Google Street View (see learning resources) to help people all over the world to view world heritage sites.

8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups8.1.3.1 respect differing points of view8.2.2.1 understand with little or no support most specific information

Pre-Listening(W) Play a game “Four Pictures and One Word”Learners look at the Four Pictures, prepared by the teacher and try to guess one word – it may be the name of any well-known National Park, any

This British Council reading text, with accompanying audio, is B1 level. It is about 6 minutes long so do not feel you have to play the whole recording. Instead choose those paragraphs which best fit the topic, for example,

http://learnenglish.britishcouncil.org/en/magazine-articles/world-heritage

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in extended talk on a wide range of general and curricular topics8.5.8.1 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding8.6.6.1 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

picturesque place of the world.ActivityLearners listen to key paragraphs chosen by the teacher and shout “Stop!” when they hear a word associated with habitat or nature.OrIn pairs, learners make a note of any words associated with habitat or nature. The winning pair is the one with the most. Peer assess the spelling.Differentiation:Learners read some or all of the article and add to their vocabulary notebooksLearners do the gap-fill exercise as many times as they like or need to.PlenaryHot SeatingStudents (or the teacher) take the ‘hot-seat’ and answer questions in-role that the class have come up with.This could be as an expert on the topic just covered, or as an individual linked to the topic. (e.g. an ornithologist or a huntsman )

the introduction, Borders of France and Spain, Dorset and East Devon Coast UK, Rio Platano Reserve Honduras and Simeon National Park Ethiopia.

There is scope for differentiation here (see suggested teaching activities on the left).Allow time for learners to complete the reading and gap-fill to their satisfaction.

Allow learners time to check meaning either online or with a dictionary. More able learners can do further research on this topic. For example, looking at other world heritage sites around the world.

8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers

8.2.6.1 deduce meaning from context with little or no support in

Pre-learningLearners predict where the world heritage site in Kazakhstan is.ActivityLearners should1.watch the video

Focus on Kazakhstan

Do learners know that there is a world heritage site in Kazakhstan? Can they guess where or what it

Map of Kazakhstan

Kazakhstan video:http://whc.unesco.org/en/list/1102/video

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http://whc.unesco.org/en/list/1102/video

http://whc.unesco.org/en/list/1102/video


extended talk on a wide range of general and curricular topics8.2.7.1 begin to recognise typical features at word, sentence and text level of a limited range of spoken genres8.5.8.1 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics8.2.8.1 understand extended narratives on a range of general and curricular topics

8.2.1.1 8.2.1.1. understand with little or no support the main points in extended talk on a wide range of general and curricular topics8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics

2. take notes on the wildlife and the habitat while watching the video a second time. Have any learners been there? Would they like to go? Do they know anyone who has been there?(W) Creative writing(P) Learners write a short passage about a place they visited. They create criteria for this task themselves.After finishing the task they exchange the papers, make peer assessment by using correction codes.PlenaryLearners write comments in the peers’ works.

might be?

Monitor for correct usage of key language. For example,I have never been thereOrI have! I went there last year.OrI think my father has been there.Encourage the learners to create criteria for writing task. They should appoint a leader to write the criteria on the board and to lead the process of assessment.

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 to check meaning and extend understanding8.4.6.1 recognise the attitude or

Pre- Learning(G,P) Learners walk along the classroom and look at the pictures on the walls. They must answer a question: What topic joins all the pictures?ActivityExtension to previous lesson:Learners research and write about the animal shown in the video – the saiga

Focus on the animalTeacher may use pictures on topics: Endangered Animals, World Heritage, Kazakhstan Wildlife…As the saiga is an endangered animal, there is a lot of information available about this interesting animal. Decide how many lessons you would like to focus on this.

The public awareness film:Save the Saiga in both Kazakh and Russian.Alternatives:http://www.edgeofexistence.org/mammals/species_info.php?id=62

http://84

http://kids.nationalgeographic.com/kids/stories/animalsnature/saiga/

http://www.edgeofexistence.org/mammals/species_info.php?id=62




opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts8.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

antelope.

PlenaryLearners proofread their works and edit.

Although some of the resources are in Kazakh and Russian, this still gives valuable information on the topic and can be discussed in English with your support.

kids.nationalgeographic.com/kids/stories/animalsnature/saiga/

The poster entitled We canstill save the saiga

The comic book The Saga of the Saiga in Kazakh Saiga:http://www.arkive.org/saiga-antelope/saiga-tatarica/

In Russian, Kazakh and English:http://www.saiga-conservation.com/saiga_news.html

8.3.2.1 ask more complex questions to get information about a range of general topics and some 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 texts8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres

8.4.2.1 understand specific information and detail in texts on a growing

Activity(I) Learners, in pairs:

3. read the newsletter 4. (P, f) think about possible indirect

questions they could ask related to the topic and write them down

5. change partners to form new pairs and (P, f) peer review the questions for accuracy

6. ask the questions. Plenary

(I) Create a Сinquaine devoted to the topic of the lesson and share their ideas.

Reading a newsletter about Our Endangered Planet

Begin by writing on the board:Could you tell me where the supermarket is please?andWhere is the supermarket?

Elicit the difference.

Answer: the first is indirect (and more polite). Use the learning resources depending on your

Newsletter:Messages 3 p.76Indirect questions:English in Mind 3 p.76

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http://www.saiga-conservation.com/saiga_news.html



http://www.arkive.org/saiga-antelope/saiga-tatarica/

http://www.arkive.org/saiga-antelope/saiga-tatarica/




range of familiar general and curricular topics, including some extended texts

1 line: A noun2 line: 2 adjectives3 line: 3 verbs4 line: a sentence of 4 words5 line: a synonym

learners, then ask them to read the newsletter and ask indirect questions about what they have read:Endangered SpeciesTwo tasks:

1) Label the pictures with the following vocabulary

2) Look at the pictures above and then ask a partner the questions.

There is a booklet The Starting Point For Conservation Action.There are 100 short texts and pictures about Our Endangered Planet.

Alternatives:http://www.eslflow.com/Endangered_Species.pdf

https://cmsdata.iucn.org/downloads/iucn_redlist_brochure2.pdf

8.1.7.1 develop and sustain a consistent argument when speaking or writing8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

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 topics8.5.6.1 link, independently, sentences into coherent paragraphs

Pre writing G), Learners brainstorm ideas on the topic (look through the structure of the letter.

Writing(I) write a rough draft peer assess (P, f) write the final draft and peer review.

PlenaryWrite a newspaper headline about today’s lesson, share the ideas and choose the best headline

Writing a campaign letter

Learners follow the writing guide (see learning resources) to write a campaign letter.

Follow the useful stages given in Term 1 and decide how much time you would like them to spend on this piece of writing.

As usual, focus on an aspect that you would particularly like them to peer assess. For example, the present perfect:

Messages 3 p.77

Malcolm Mann, Steve Taylor-Knowles Laser B 1+ pp 150, 158

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http://www.eslflow.com/Endangered_Species.pdf

http://www.eslflow.com/Endangered_Species.pdf


using a variety of basic connectors on a range of familiar general topics and some curricular topics8.5.7.1 use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics8.5.9.1 punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy8.6.6.1 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 topics8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics

My friends and I have started a campaign to save the Saiga

Monitor for recurring errors for future planning and offer differentiation by support.

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English Secondary 87. Travel and Transport

Recommended prior knowledge Use of English: present tense forms and past tense forms, to-infinitive and gerund formsNo subject-specific prior knowledge is assumed, but all students are expected to be aware of trends and events both within Kazakhstan and in the wider world as part of their regular study. They are also expected to review national and international events through a range of news media.Context In this Unit learners will explore the topic of Travel and Transport. This relates to geography, physics, computer science, art and designOutline

In Unit 3 the learners will have the opportunity to learn the appropriate vocabulary and key structures in order to: discuss different modes of transport (this relates to physics) look at signs and the language of signs create a survey about commuting to school either in the class or the whole school (this relates to geography and computer science) discuss travelling in and around Kazakhstan write an account of a journey in or across Kazakhstan read about mysterious places around the world learn about the history of trains and/or transport in Kazakhstan write a story, account or description.The skills focus includes discussion (Speaking), questioning and answering (Listening and Speaking), reading and writing.This course plan uses a variety of resources, bearing in mind the learning objectives. As always, adapt the material to your learners and the Kazakhstan context. Suggestions on how to do this are made below.For learners’ safety teachers should pay attention to the theme “Travel and Transport” and prepare some lessons using sites:http://www.tmr.qld.gov.au/safety/driver-guide/child-restraints.aspxThe suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.Key learning objectivesLearners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers8.1.3.1 respect differing points of view8.1.5.1 use feedback to set personal learning objectives

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http://www.tmr.qld.gov.au/safety/driver-guide/child-restraints.aspx

8.1.7.1 develop and sustain a consistent argument when speaking or writing8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics 8.2.4.1understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics8.2.8.1 understand extended narratives on a wide range of general and curricular topics8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts8.4.4.1 read and understand a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics8.5.3.1 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 topics8.5.6.1 link, independently, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics8.5.8.1 spell most high-frequency vocabulary accurately for a range of familiar general and curricular topics 8.5.9.1 punctuate written work at text level on a range of familiar general and curricular topics with growing accuracy8.6.5.1 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics 8.6.9.1 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 topics8.6.13.1 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 topics8.6.14.1 use prepositions before nouns and adjectives; use prepositions as, like to indicate manner; use dependent prepositions following adjectives on a range of familiar general and curricularKey:W = whole class work G = group work P = pair work


Teacher’s Resource Book)

89

I = individual workf = formative assessment

WB = Work Book




Pre- Learning: 1. Draw a pancake-shape on the board, and announce that the school will soon be moving to a desert island. Invite students one by one to go to the board and draw one thing they would like to have on the island.2. Have each student make a list of the five most useful phrases for tourists visiting an English speaking country.ActivityLearners 1. (G) create a mind map of as many words associated with transport as they can in groups 2. (G) each group moves one place clockwise to look at the next group’s mind map and add to it 3. (G, f) and again, until they are back to their own mind map where they check the additions made by their peers. Activity(W) Learners take part in the Find someone who… activity about

Put the students in small groups, and ask each group to plan a vacation for you. They must plan where they will go, what they will do, who they will go with, and what they will buy. When they finish, have each group present their plans.Transport

Find someone who…

Divide the class into two groups. Each person in Group A has a sheet with approximately 14 questions on it. Each person in Group B has a sheet with a different set of questions.For example, Group AFind someone who

Name

1. always goes to school by bus2.

Group B

Pairwork and Groupwork Multi-level photocopiable activities for teenagers M. Ley and N. Murgatroyd Unit 5.2 pp 36 – 37 English Vocabulary in Use Unit 62 Transport

http://www.examenglish.com/vocabulary/travel.htm

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transport and verbs connected with travelling. Activity(I, f) Learners write (3) sentences about their transport or travelling experiences: two true and one false. Plenary

Learners get into groups and try to guess which sentence is false.

Find someone who

Name

1. walked home yesterday2.

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

8.2.8.1 understand extended narratives on a range of general and curricular topics8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

AlternativePre-Learning(W) Learners deduce the difference between have to, must, mustn’t and give their own examples. (W) Learners listen to the recording: They don’t have to go to school! Discuss what it might be like. Activity Learners share their notes and photographs of signs and notices and decide if they denote something is:1. necessary2. not necessary3. shows that they have no choice (obligation).PlenaryIn pairs learners discuss the benefits of such type of work:

Ask learners to prepare for this lesson by taking note of all the signs and notices they see on their way to and at school. Some learners may have phones with which they can take a snapshot to share.Elicit from learners the difference between:

have to, must (necessary)don’t have to (not necessary)mustn’t (no choice!)

Elicit examples:For example,I have to go now (my parents are waiting for me)I don’t have to go just yet.You mustn’t use mobiles while driving.

pictures of signs and noticessigns, must, have to:Messages 3 pp 94 – 95 phone/digital cameras

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Was the activity useful and why\why not?What have I noticed in the streets of my city?How to solve the problem of…?

8.6.14.1 use 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



8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

8.3.5.1 interact with peers to negotiate, agree and organise

Pre-LearningLearners discuss: 1. What the signs mean2. Where they are most likely to find them.

Activity (P) Learners match the signs and different places in the city, where those signs can be situated. They give arguments using their experience and previous knowledge. Some of these are not used:At a bus stop. By the side of the road. In a bank. In a café.In a car park. In a hotel. In a public area such as a shopping centre or park.In a shop. In a library or a hospital. In a supermarket. On the emergency alarm on a train. On a bus. On or outside a commercial or residential building. On a fire alarm.On a machine or a toilet door. On an envelope or parcel. On

Signs

Prepare signs and notices:

For example:Silence please

Ladies Out of order

Please keep clear

Pay and display

Gents

No vacancies

Trespassers will be prosecuted

B & B

Queue this side

In case of emergency, break glass

Self-service

Give way Shoplifters will be prosecuted

Proof of ID required

Stand on Fine for No

Traffic signs:http://www.learnenglish.be/voc1_traffic_study.htmtests:http://www.examenglish.com/PET/pet_reading1.htmhttp://www.examenglish.com/PET/reading1.htm

Diana Goodey, Noel Goodey, Meredith Levy. Messages-4. SB p.40-41Malcom Mann, Steve Taylore –Knowles Laser SB B1+Pp14-15

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http://www.examenglish.com/PET/reading1.htm

http://www.examenglish.com/PET/reading1.htm

http://www.examenglish.com/PET/pet_reading1.htm

http://www.examenglish.com/PET/pet_reading1.htm

http://www.learnenglish.be/voc1_traffic_study.htm

http://www.learnenglish.be/voc1_traffic_study.htm


priorities and plans for completing classroom tasks

8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

the London UndergroundOn a shop window. On a wall. At the entrance to a toilet. In the entrance to a museum, cinema or theatre.Outside a hotel or guesthouse. Outside a piece of private land. Outside a pub.

PlenaryLearners move clockwise, observe the works of their classmates and make a summary.

Pre-learningLearners suggest their own vocabularies on the Topic and categorize the kinds of transport.

Activity Most learners find the data of the transport background,: before 3000 BC, 1783, 1885 and give the evidence from the text. All learners can find related vocabs to the topic and find Past Continuous, Past Simple formsSome learners can define the specific words and explain to the classmates

the right improper use: £50

littering

Prepare the sheet with possible answers (see left).

Feel free to add other examples.

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Plenary(G) Learners discuss the influence of the transport on their lives

8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding8.4.4.1 read and understand a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics8.5.4.1 use with some support style and register appropriate to a limited variety of written genres on general and curricular topics

Plenary Learners find out about the Danish study (see learning resources). Activity Learners create a whole school survey to find out about: 7. how they travel to school8. how long it takes to commute to school.Learners:6. collate the results into an appropriate chart7. share the results with the school.PlenaryIn the spotlightA volunteer (or group) is asked five questions based around the lesson. The rest of the class mark down whether they agree or disagree with the answers so that the whole class is tested. Could use whiteboards or voting cards.

Learners can use surveymonkey.com (see learning resources).OrLearners can research doing a survey (see learning resources) and then carry one out.Monitor for appropriate questions in an informal style suitable for a survey.Learners then collate the results (see learning resources).

online survey (basic is free):http://www.surveymonkey.com/Research doing a survey:http://www.mathsisfun.com/data/survey-conducting.htmlCollate results:http://www.mathsisfun.com/data/data-graph.php

Reading:According to the results of a Danish study (2012), children who cycled or walked to school, rather than travelling by car or public transport, performed measurably better on tasks demanding concentration and the effects lasted for up to four hours after they got to school. The survey looked at nearly 20,000 Danish kids between the ages of 5 and 19.

8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics8.6.7.1 use a variety of simple perfect forms to express recent,

Pre-learningLearners share their ideas about some actions done by them this morning in order to stimulate them using Present Perfect TenseActivity V(P<G) Learners watch the video (a

Optional mini lessons:

There are two mini lessons (see learning resources) that encourage learners to take responsibility for their own learning.

Teacher reference (present perfect) or a B1 level mini lesson on the present perfect:http://learnenglish.britishcouncil.org/en/word-street/transport-and-travel-scene-1-language-focus

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http://learnenglish.britishcouncil.org/en/word-street/transport-and-travel-scene-1-language-focus



http://www.mathsisfun.com/data/data-graph.php

http://www.mathsisfun.com/data/data-graph.php

http://www.mathsisfun.com/data/survey-conducting.html

http://www.mathsisfun.com/data/survey-conducting.html



indefinite and unfinished past on a range of familiar general and curricular topics8.6.9.1 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

mini lesson on the present perfect) and do the tasks:Learners listen to the passage and check their understanding by doing different tasks.Learners read the text “The Best Way to Travel”. Complete the text with the words in the box, read and discuss the questions (travel with a team of huskies)PlenaryMake a conclusion about different types of transport in the world, using active and passive Simple Present and Past forms.

Part 1Transport and travel

Part 2How many types of transport have they travelled on?

B1 level mini lesson:http://learnenglish.britishcouncil.org/en/word-street/transport-and-travel-scene-2

8.1.5.1 use feedback to set personal learning objectives8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

8.5.8.1 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 8.5.9.1 punctuate written work at text level on a growing range of familiar general and curricular topics with growing accuracy8.5.6.1 link, independently, sentences into coherent

Pre-LearningLearners 1. (W) discuss where they have been in Kazakhstan and how they got there and back 2. (I) then spend some time thinking about how they would describe the journey in terms of the senses. What did it smell like? What scents did you notice? What colours did you see? What textures or materials did you notice? What sounds did you hear? What was the noise level? Activity Learners are going to have a debate

Transport

As learners discuss travelling in Kazakhstan, tell them it does not matter if it was a short journey across their own area or a longer journey. Note the following on the board: on footby car/bus/train/plane

Now ask learners to revisit the journey in their mind, thinking in terms of the senses: sight, sound, taste, touch, smell.

Give plenty of time for this imagination exercise.95

http://learnenglish.britishcouncil.org/en/word-street/transport-and-travel-scene-2




paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

if Kolkata (Calcutta) should ban rickshaw drivers. Each person in the group has a role. Choose one of the roles below and think about if your person wants to ban rickshaws or to keep them in Kolkata. Choose arguments for and against and plan your arguments for the debate. When all the learners are ready, try to find a solution. a) A rickshaw driverb) A local politician who wants to modernise Kolkatac) A foreign touristd) A local person who uses rickshaws for shoppinge) A taxi driver in the city

PlenaryReflect on their participation in the debate: tell if they are satisfied with their work.

Decide how many lessons you would like to spend on this.

8.6.5.1 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests,

Pre-Learning(P) Learners take any picture and describe it to the partnerActivity VII(I) Learners: 5. research6. take notes7. plan8. write about an interesting place

Mysterious places in Kazakhstan

Decide how many lessons you would like to spend on this sub topic.

Learners will have met modals for possibility (might be, could be, etc.) Feel free to revisit (present) modals

maps

Teacher reference for (present)modals:http://learnenglish.britishcouncil.org/en/grammar-reference/modals-%E2%90%93-deduction-present

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http://learnenglish.britishcouncil.org/en/grammar-reference/modals-%E2%90%93-deduction-present%20%0D




suggestions, prohibition on a range of familiar general and curricular topics8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 8.5.8.1 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics

in Kazakhstan.Learners peer assess each other’s work and are given the opportunity to edit and write the final draft.Plenary5 – 5 – 1Summarise today’s topic in 5 sentences.Reduce to 5 words.Now to 1 word.

if necessary to build a solid foundation for the next stage (see learning resources).

The key language here is for possibility:It might be/it could be…

8.6.5.1 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics8.6.13.1 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

8.2.4.1understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing

Alternative taskPre-learningPrediction - what do you need to have or to know in case of visiting some mysterious places around the world? ActivityLearners: 3. match the letter to the number (see teaching notes)4. look at the pictures on page 74 and make one sentence for each picture using the key language.

Mysterious places around the world

If your learners are comfortable using modals for possibility,Extension:

Write on the left hand side of the board:1. It is possible that this was the case in the past.2. We are sure that this was the case in the past. 3. We are sure that this was not the case in the past.Write on the right hand side of the board:C. It must have been…D. It can’t have been…E. It might have been…Ask if learners can match the letters to the numbers.

maps, globe

English in Mind 3 Unit 10 Mysterious places Stonehenge, UK and Giza Pyramids, Egypt

Modals of deduction (past):http://learnenglish.britishcouncil.org/en/grammar-reference/modals-%E2%90%93-deduction-past

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http://learnenglish.britishcouncil.org/en/grammar-reference/modals-%E2%80%93-deduction-past




range of familiar general and curricular topics

Answers: 1C, 2A, 3B

Do not worry too much at this stage as your learners will revisit this key language in later s.

8.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics8.5.3.1 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics8.5.4.1 use with some support style and register appropriate to a limited variety of written genres on general and curricular topics8.1.7.1 develop and sustain a consistent argument when speaking or writing

Alternative task (P or I,f) Learners write a short piece on one of the following: an impossible journey (story, narrative) my favourite journey (description) a history of transport in Kazakhstan (short account, fact).

Peer assessment(P, f) It may help to give a particular focus: for example, have they used the subject-specific vocabulary or present perfect correctly? (f) The teacher monitors and makes a note of any recurring errors and offers differentiation by support.

Decide if you wish your learners to work on all of these writing tasks or only one or two of them. Decide how many lessons you need to spend on this in class. Potentially there are at least two lessons per writing task here depending on your learners and how much support they need. Always remember that your learners are working towards the learning objectives so decide at the planning stage, which you need to focus on. It could be that different learners are working towards different learning objectives at the same time.Follow the stages given in Term 1 to foster good practice.

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8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers8.2.4.1understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics

Plenary(W) Learners reflect on their lesson(s) and give feedback. (I) Learners who have missed any lessons can find out what they have missed by reading the poster. Activity:Learners brainstorm and share their opinions on following statements: The safest transport to travel Alternative fuel for any kinds of transport.

Class diariesContinue keeping class diaries to reflect on the lesson and feedbackw/b Lesson

1Lesson….

What we learnt today/what we did todayWhat I liked/didn’t likeHomework

w/b or w/c = week beginning or week commencing (date)

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8.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics

ActivityLearners use the learning resources to help them review weather vocabulary.

Review weather vocabularyPersonal diariesAsk how do they keep their personal diaries? Remember that these are private but elicit how often they write, how have they found the experience of writing in English, has it made a difference to how they feel they are learning English, do they now take more responsibility for their own learning as they grapple with the language?From now on, ask learners to add the weather to each day of their diaries.

Review weather:http://learnenglishteens.britishcouncil.org/grammar-vocabulary/vocabulary-exercises/weather

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http://learnenglishteens.britishcouncil.org/grammar-vocabulary/vocabulary-exercises/weather%20%0D



English Secondary 8 8. Food and Drink

Recommended prior knowledge Most learners will have prior knowledge of some of the vocabulary associated with Food and Drink.Context In this unit, learners will explore the topic of Food and Drink. This relates to biology, chemistry and computer science.Outline In this unit, the learners will have the opportunity to learn the appropriate vocabulary and key structures in order to discuss, read about and listen to recordings about food and drink. There will also be an opportunity to do a restaurant role-play or have a fictitious family meal.Learners will: learn about cuisines around the world focus on Kazakhstan food make a class chart of what they eat for breakfast and learn about different types of breakfast around the world learn how to make pizza learn how to make a leaflet and follow a brief (instructions) role-play a fictitious family meal and/or a scene in a restaurant learn about Oxfam’s campaign: Food for thought learn about healthy food discuss different eating habits, and think about the similarities and differences between children in other countries do research and share their findings about diabetes, rickets and influenza.This course plan uses English in Mind 3 and Messages 3 as a resource, but you are not expected to follow them exactly. Rather, use them, together with a variety of other resources, bearing in mind the learning objectives. As always, adapt the material to your learners and the Kazakhstan context. Suggestions on how to do this are made below.For learners’ safety teachers should pay attention to the theme “Food and drink” and prepare some lessons using sites:http://www.chlfoundation.org.uk/data/sfh1/sfh1_t1_t6.pdfThe suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.Key learning objectivesLearners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.

8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers8.1.3.1 respect differing points of view

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http://www.chlfoundation.org.uk/data/sfh1/sfh1_t1_t6.pdf

8.1.4.1 evaluate and respond constructively to feedback from others 8.1.5.1 use feedback to set personal learning objectives8.1.8.1 develop intercultural awareness through reading and discussion8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

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 8.2.4.1understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics

8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics8.3.4.1 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 tasks8.3.6.1 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 topics8.3.8.1 recount some extended stories and events 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 general and curricular topics, including some extended texts8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topic 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 texts8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres

8.5.1.1 plan, write, edit and proofread work at text level with little support on a growing range of general and curricular topics8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics8.5.3.1 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

8.6.2.1 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a

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range of familiar general and curricular topics8.6.3.1 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 8.6.4.1 use an increased variety of determiners including all, half, both [of] in pre-determiner function on a range of familiar general and curricular topics 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 topics8.6.9.1 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 topics8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics8.6.13.1 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 topics8.6.15.1 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 and curricular topicsKey:W = whole class work G = group work P = pair work I = individual workf = formative assessment



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8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics8.1.8.1 develop intercultural awareness through reading and discussion8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

Pre-learning(P) Discuss in pairs the most exquisite international examples of cuisine and give reasons for your choice. Activity 1(G, W, f) Learners eat and describe the samples in terms of: colour taste texture smell.

Alternative(I, G, f) Learners watch a video of different foods around the world. They share their own experiences in the same way as above.

Activity 2(I, W) Describing food gameStudents read out cards with descriptions of well-known dishes. Others have to guess.

Plenary(I) Students during one minute should compose two statements in their head to explain what they

Cuisine – a characteristic style of traditional cooking from a specific geographical region.

Previous knowledge needed:nationalitiesFor example, French cuisine, Indian cuisine, etc.

Learners can bring in small samples of food (be aware of health and safety issues) to share.

Find a suitable video showing different cuisines for learners to watch. It doesn’t matter if they do not know all the food vocabulary – this is not expected.

The cards with descriptions could be put in a box. Play music, when the music stops, the child with the box must pick out a statement, read it and others should guess.

Pictures of food and/or ppt of images of food and/or video or real food!

Example video:http://www.youtube.com/watch?v=r9pwNEkGzPA

English Vocabulary in Use S. Redman, Unit 59

https://www.easypacelearning.com/all-lessons/lesson-categories/1148-english-lessons-about-food-and-drink

http://www.eltbase.com/vtr_refs.php?id=254

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http://www.youtube.com/watch?v=r8pwNEkGzPA

http://www.youtube.com/watch?v=r8pwNEkGzPA


have learnt and how they have learnt it.

8.1.3.1 respect differing points of view8.6.3.1 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 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts8.6.2.1 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of

Pre-learningFind me a partner (I, W) Half of the class are given questions and half are given answers. Students must silently go around the room trying to find out who their partner is. Could also be done with them talking and the questions and answers being stuck on their backs to make it a bit more challenging.

Activity(I, G, f) Learners: 1. describe Kazakhstan food and the ingredients2. research and come to an agreement about the spelling of the food in English with the teacher’s help (there are lots of variations).3. give preferences using the key language.

Alternatively, instead of questions finding answers, questions could find other questions, which provide the same answer or answers could find other answers from the same times tables and then order themselves. Many different possibilities for this one!

Focus on KazakhstanAlways be aware when searching for resources on the internet that there may be a few minor problems with the standard of English. This lovely article (see learning resources) has errors. However, the errors do not impede understanding. You could just use the pictures or examine the article yourself and use it to raise awareness of good articles that may have a few problems, particularly with tenses. Warn your learners of the danger of cutting and pasting from the internet.Research the spelling of food items

https://outstanding-lessons.wikispaces.com/Starters+and+Plenaries

http://aboutkazakhstan.com/about-kazakhstan-food

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familiar general and curricular topics

Plenary(I) List 3 things your partner has learnt today.

beforehand.Write model sentences on the board using the key language. For example,I like… but not as much as …

Learners will have met countables/uncountables in but may need extra help (see learning resources) with the next stage (see learning objectives):There’s plenty of (meat)There are several plates of (apples)There are several (apples)There is a large amount of meat

http://learnenglish.britishcouncil.org/en/grammar-reference/countable-uncountable-nouns-1


8.1.8.1 develop intercultural awareness through reading and discussion8.1.4.1 evaluate and respond constructively to feedback from others 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topic

Pre-learningFood vocabulary brainstorming game(G) Learners with their partners write as many different English words or expressions as they can in the categories.

Activity 1(G, W, f) Learners make a class chart of what they normally eat for breakfast. Learners look at the PowerPoint and discuss different eating habits, and think about the similarities and

If there is something they do not know the word for but can explain by drawing, miming or describing the function, they can ask teacher’s help.

BreakfastAsk learners what they normally eat for breakfast.Learners make the chart before looking at the PowerPoint.Encourage students to understand that not all children in the world

Food vocabulary brainstorming games:https://www.usingenglish.com/files/pdf/food-vocabulary-brainstorming-game.pdf

Breakfast around the worldPowerPoint only is required from this page:http://www.oxfam.org.uk/education/resources/my-breakfast-your-breakfast

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http://www.oxfam.org.uk/education/resources/my-breakfast-your-breakfast










differences between children in other countries.

Activity 2(G, f) Students will sing a song or watch a story, which they will use as the basis for a project of either a survey or a menu. They will think about food groups and how to eat healthily, and produce a poster.

Plenary(I) Students complete self-assessment sheet what they found interesting/ learnt/ struggled with.

have equal access to food, and to explore possible reasons for this.

Ask learners to focus on language for recipes and even make some food in class!

https://www.teachingenglish.org.uk/article/food

8.1.5.1 use feedback to set personal learning objectives8.2.4.1understand with little or no support most of the implied meaning in extended talk on a range of general and curricular topics8.2.5.1 recognise the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics8.2.6.1 deduce meaning from context with little or no support in

Pre-learning(P, G) Learners predict what they might hear in the recording(s). They discuss listening strategies.

Activity 1(I, f) Students listen to seven short recordings and for each recording they have to choose the best of three pictures.

Activity 2(I, f) Students listen to a longer recording and answer 6 multiple

Try to expose your learners to as much listening as possible, including inviting an international teacher (or a visitor) in to read a short piece or give a short talk. The more variety your learners are exposed to, the better they will be able to deal with unfamiliar recordings.

PET is level B1 so try giving your learners the listening test for formative assessment purposes. Monitor for misunderstandings. Take

Just Listening and Speaking Marshall Cavendish Education, Unit 6 A Listening Food and drink

http://www.examenglish.com/PET/pet_listening_part1.htm Malcolm Mann, Steve Taylore-KnowlesLaser SB B1+p64

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http://www.examenglish.com/PET/pet_listening_part1.htm

http://www.examenglish.com/PET/pet_listening_part1.htm


extended talk on a growing range of general and curricular topics

choice questions.

Activity 3(I, f) Students will hear a radio announcer giving details about a local Motor Show. For each question, they should fill in the missing information in the spaces.

Activity 4(I, f) Students will hear a man called Steve and a woman called Caroline talking about summer jobs. Their task is to decide if each sentence is correct or incorrect.

Plenary(I, G) Learners critically analyse what it is that makes listening difficult for them.

the time to discuss with your learners what it is that they find difficult. Work out some strategies. For example: brainstorm vocabulary around the topic ask questions in pairs on the topic and take time to work out the answers together describe a variety of pictures on the topic in pairs and peer assess each other’s performance record each other talking on certain topics listen to a wide variety of listening texts in order to “tune” in to the intonation and language patterns.

8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings8.5.2.1 write with minimal support about real and imaginary past events, activities and

Pre-learningOdd one out (P, W) Provide the children with a selection of 5 words (give the pictures to match if you like) – students should decide the odd one out. For example, plum, onion, carrot, cabbage and broccoli.

Activity(W, G, f) Learners:

Instantly you might think that plum is the odd one out, as it is a fruit, the rest are vegetables. However, children could come up with other ones that are different from the rest e.g. onion – it begins with a vowel.

This project can be spread across more than one lesson.

English Vocabulary in Use S. Redman Unit 59, Unit 59

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experiences on a range of familiar general topics and some curricular topics8.5.3.1 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

1. write and edit a script about a scene in a restaurant2. role-play restaurants.

PlenaryComic Strip(I, P) Produce a comic strip showing what you have learnt today, explaining your contribution into the lesson.

In groups, learners: 1. decide on roles 2. follow the writing stages for writing a script3. act out the play.

Learners, as always, say two things they liked about it and one area that needs improving.

http://www.writersstore.com/how-to-write-a-screenplay-a-guide-to-scriptwriting/

http://www.esolcourses.com/content/topics/food/cafe/at-the-cafe-vocabulary.html

8.4.7.1 recognise typical features at word, sentence and text level in a range of written genres

Pre-learning(G, I) Learners divide verbs into two groups: food cooking (boil, bake, sauté, grill, stew, fry), and food preparation (cut, grate, chop, mince, peel, stir etc.).

Activity 1(P, f) Prepare a list of jumbled ingredients so that to initiate the students to combine two-three recipes and give justified explanation to the partner.Learners:1. talk about either their favourite pizza and/or what they think the ingredients to make a pizza are 2. list the ingredients3. listen to the recording (see

It is assumed that students are only familiar with a few of these words, so they might want a little help with that too.

Allow learners to explore different recipes.This quick and easy way for students to make pizza (see p.95 in Messages 3) is not the only (or best) way to make pizza. Has anyone ever made pizza? Pre-teach any new or difficult vocabulary then show the YouTube video (5 mins long). Perhaps some of your learners would like to try making it

Messages 3 p.95 recipe

Pizza recipe:http://www.bbcgoodfood.com/recipes/4693/pizza-margherita-in-4-easy-steps

Learning how to make pizza:http://www.youtube.com/watch?v=EvKxglwvEr0

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http://www.youtube.com/watch?v=EvKxglwvEr0

http://www.youtube.com/watch?v=EvKxglwvEr0

http://www.bbcgoodfood.com/recipes/4683/pizza-margherita-in-4-easy-steps







learning resources)4. fill in the recipe card and check their own list of ingredients to see if they match.

Activity 2(I) Make pizza at home and report back.

Plenary(I, W) Change role – student as teacher. What questions would you ask the class and why?

at home with their family? They could bring in the results to share!

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 topics8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics8.1.8.1 develop intercultural awareness through reading and discussion8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world8.3.2.1 ask more complex questions to get information

Pre-learning(I, W) Learners brainstorm their ideas according to the question - What does the phrase Food for thought mean?

Activity(I, P, f) Students will use the example of farmers in Malawi to understand the importance of small farmers for local community development and food security, and the links to sustainability and the global food system. They can either use a picture card sort or a snakes and ladders game to explore the issue.

Thinking globally with OxfamFood for thought = anything that provides mental stimulus for thinking.There are a wide variety of resources available (see learning resources), depending on your learners. Take the time to explore them, decide which you would like your learners to use then prepare the materials in advance.This is also a good opportunity to look at any learning objectives you need to focus on. Suggestions are on the left, but do think about your own learners’ needs.Groups of learners may work on different pages or activities at the

Videos:http://www.oxfam.org.uk/education/resources/food-for-thought-wallchart-and-videos

Game:http://www.oxfam.org.uk/education/resources/food-for-thought-learn-resources

Other resources connected to the topic:http://www.oxfam.org.uk/education/resources/enough-food-for-everyone

http://www.oxfam.org.uk/education/resources/food-for-

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http://www.oxfam.org.uk/education/resources/food-for-thought-english-learn-resources


http://www.oxfam.org.uk/education/resources/enough-food-for-everyone



http://www.oxfam.org.uk/education/resources/food-for-thought-learn-resources



http://www.oxfam.org.uk/education/resources/food-for-thought-wallchart-and-videos




about a growing range of general topics and some curricular topics8.3.8.1 recount some extended stories and events on a range of general and curricular topics8.4.3.1 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts

Alternative(I, P, f) Students will use look at and celebrate examples of small farmers who have overcome hardship to achieve success by deciding who their ‘farming heroes’ (considering both genders) are. This will illustrate the benefits of small scale farmers, and suggest reasons why such farmers need support and investment within the current global food system.

Plenary(W) Make up three headlines to sum up three different views of the content of today’s lesson.

same time. thought-english-learn-resources


Pre-learningIt might be useful to pre-teach useful vocabulary for a lesson.

Activity(I, G, f) Learners read and follow instructions in order to learn how to create a leaflet.Learners create draft leaflets of their own choice and design.These ideas will be used to create a leaflet in the next part of this lesson. This experience can also

LeafletIn this part of the content with language unit, learners learn how to make a leaflet following instructions. Make sure you looked through the instructions and rubrics yourself first so that you will be able to predict any problems depending on your learners.

a variety of different leaflets (these can be in Russian or Kazakh)

Learn how to design a leaflet:

http://www.rewardinglearning.org.uk

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http://www.rewardinglearning.org.uk/microsites/ict_accreditation_primary/docs/tasks/design_a_leaflet.pdf





help in the Independent Project and/or future independent projects.Step 1: (depending on your learners)Learners familiarise themselves with a variety of leaflets and the instructions for making a leaflet (see learning resources).Step 2:Learners practise creating leaflets of their choice.

Plenary What three things have you done well on this lesson? What can you improve next lesson? How will you do this?

Allow time for your learners to read and follow the instructions. This part of the lesson is to give them the opportunity to create draft leaflets in readiness for the next part.Prior Knowledge:Depending on the level at which they are working, learners need to have some experience of:• using a word-processor • using a digital camera or scanner• importing and manipulating graphics• using desktop publishing software • looking at and creating leaflets.

/microsites/ict_accreditation_primary/docs/tasks/design_a_leaflet.pdf

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 topics8.6.15.1 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

AlternativePre-learning(W) Learners discuss the most outstanding sightseeing in Kazakhstan, which might attract visitors from all over the world.

Activity(I, G, f) Learners: read the article for tourists describe the pictures using key language create their own leaflet for

Leaflet. Focus on KazakhstanThe article in learning resources is short and simple. Ask learners what they can add to the article. What other information would be useful and interesting to visitors?Key language:for example,All the meals contain (meat)Both dishes are made with (milk)Both of them contain (meat)

http://prosites-kazakhembus.homestead.com/food_and_traditions.html

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and curricular topics tourists on the food of Kazakhstan.

Plenary(I) Students make up an evaluation sheet to assess the strength and weaknesses of their own leaflets.

8.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics8.5.4.1 use with some support style and register appropriate to a variety of written genres on general and curricular topics

Pre-learning(W) Ask students to talk about their friends. How often do they write letters/emails?

Activity(I, f) Learners write a short informal letter (or email) to a friend inviting him/her to a celebration.

Plenary(P) Students give advice to each other about writing a letter. It could include structure of a letter, appropriate vocabulary etc.

Remind learners of the stages of writing.Peer assessment. It may help to give a particular focus: for example, have they used the subject specific vocabulary correctly?The teacher monitors and makes a note of any recurring errors and offers differentiation by support.Remind learners of the correct format for a letter (or email). For example, Dear…Depending on how much time you decide to spend on writing. Always allow time for feedback.

8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity,

Alternative Activities:1. food vocabulary game2. making a menu

There is a wealth of material in learning resources, which is related to this term’s unit.

Imaginative Projects M. Wicks Unit 7 The Restaurant Project guide

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possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics

3. role-play4. reading game5. find someone who (Eating habits)6. plan a dinner party

Do explore the materials and decide which are appropriate for your learners and how many lessons you would like to spend on this. There are potentially at least four lessons here, each with a different language focus including modals (see learning objectives) at the right level (B1).

Pairwork and Groupwork M.Levy & N.Murgatroyd Unit 7

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 topics8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics

Alternative Activities:Learners plan a (birthday/celebration) party (see learning resources).Learners listen to the recording about plans and intentions (Unit 21A) and answer the questions.Learners then plan a party (Unit 21B) and use this as a guide.

Key language focus:going to future for plans and intentionsand will for predictions

Teacher reference:Note that going to is also used for something that is likely to happen.For example, I think it’s going to rain.

Just Listening and speaking C. Lethaby, A. Aceveo and J. Harmer, Marshall Cavendish Unit 21 Plans and intentions

8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Alternative Activities:Students work in pairs reading and doing error correction exercises on diabetes, rickets and influenza. They do research and share their findings about different diseases people suffer eating unhealthy food.

An information-gap activity gets students to share information about the dangers of obesity, and hypertension and what happens if we do not get enough Vitamin B1 and Vitamin C in our diets. The resource provides an optional poster project and detailed teacher guidance.

http://www.onestopenglish.com/clil/secondary/science/health-and-disease/diet-and-disease/551317.article

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8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics8.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

Plenary:Personal diariesLearners reflect on what they have written in their diaries and whether it has made a difference to how they feel about taking responsibility for their own learning.

Class diaries(W) Learners reflect on their

Ask learners how their personal diaries are going? Remember that these are private but elicit how often they write, how they have found the experience of writing in English, if it has made a difference to how they feel they are doing with their learning and if they now take more responsibility for their own learning

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8.1.2.1 use speaking and listening skills to provide sensitive feedback to peers

lesson(s) and give feedback.(I) Learners who have missed any lessons can find out what they have missed by reading the class diary poster.

as they grapple with the language?

Reflect on the class diaries, and how they helped learners and teacher to keep track of and reflect on class work.

English Secondary 89. The World of Work

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Recommended prior knowledge No recommended prior knowledge is expected for this unit. Context In this unit, learners will learn about work and associated vocabulary. This relates to computer science.This unit continues to centre on everyday key language, which learners need to be very familiar with and comfortable using at this. This is an opportunity to fill any gaps in their knowledge both in vocabulary and sentence structures.Outline Learners: learn about crime and how to critically analyse the portrayal of youth in the media learn about different jobs and careers and attend talks on careers by visitors to the school discuss the advantages and disadvantages of taking a gap year look at part-time jobs for young people listen to an interview, role-play an interview then report back on it do an optional Secret Agents! projectFor learners’ safety teachers should pay attention to the theme “Rules for school safety” and prepare some lessons using sites:http://kidsafe.com/13/top-10-rules-for-school-safety/http://www.rd.com/advice/parenting/back-to-school-safety-tips/ and othersThe suggested number of academic hours for this unit are 8-10 including lessons on revision and summative assessment tasks.Key learning objectivesLearners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups8.1.3.1 respect differing points of view8.1.6.1 organise and present information clearly to others 8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics8.2.7.1 recognise typical features at word, sentence and text level of a growing range of spoken genres8.2.8.1 understand extended narratives on a wide range of general and curricular topics 8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics

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http://www.rd.com/advice/parenting/back-to-school-safety-tips/

http://kidsafe.com/13/top-10-rules-for-school-safety/

8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics8.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics8.3.8.1 recount some extended stories and events on a range of general and curricular topics8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts8.4.9.1 begin to recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects

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 topics8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar 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 topics8.6.6.1 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 topics8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics8.6.8.1 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 8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics 8.6.11.1 use some reported speech forms for statements, questions and commands: say, ask, tell including reported requests on a range of 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 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 topicsKey:W = whole class work G = group work P = pair work I = individual workf = formative assessment



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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 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 texts8.3.2.1 ask more complex questions to get information about a growing range of general topics and some curricular topics

Pre- learning(W) Bring a cellular phone (real or toy) to class, and pretend to receive calls throughout the class. As the students can only hear one side of the conversation, they must guess who is calling you and why. Make the initial conversation about applying for the job and gradually add clues with each conversation. The student who guesses correctly wins a prize.

Activity 1Quiz(I, W) Are you an honest person? (See learning resources.)

Activity 2(W, I, f) Learners critically analyse the portrayal of youth in the media. Is it always negative? Why?

Activity 3(G, f) Regrets game:If only I had studied harder!

Plenary(P) Summarise topic in 5 sentences – reduce to 5 words – reduce to one

CrimeThis part of the unit looks at the vocabulary of crime and key language (see learning objectives).Learners start by brainstorming crime vocabulary, using dictionaries if necessary.Depending on your learners, you might need to review key language. Use the available texts as necessary (see learning resources), particularly the listening texts, grammar focus and gap-fill exercises. Plan in advance how many lessons you need for this sub-topic.If you saw some money on a desk, what would you do?

English in Mind 3 Unit 9

dictionaries

Regretshttp://www.oneworldofenglish.com/english_grammar_reference/wish_if_only.htm

http://www.myenglishpages.com/site_php_files/grammar-lesson-if-only.php

https://learnenglish.britishcouncil.org/en/quick-grammar/wish-and-if-only


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word

8.1.3.1 respect differing points of view8.3.8.1 recount some extended stories and events on a range of general and curricular topics8.3.2.1 ask more complex questions to get information about a growing range of general topics and some 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 topics8.2.8.1 understand extended narratives on a wide range of general and curricular topics

Pre- learning(W) Learners share the photographs, items and/or magazines they have brought in relating to the world of work by describing what it is and why they have chosen it.

Activity 1(I, f) Learners: 1. prepare a question for each visitor on the visitor’s career or job 2. listen to short talks by visitors on careers and jobs3. ask questions once the talk has finished.

Activity 2Film in Action(I, G, f) Students predict the content of a short film, watch a short film, and speak about jobs.

Plenary(I, W) Students answer teacher’s questions without saying ‘yes’ or ‘no’.

Accept all responses for the sharing of ideas for careers. This is a fluency activity so take notes for any errors but do not interrupt the flow.

Set up some career talks this term:Invite people to give a (very!) short talk in English on a specific job or career as your learners are still young.You may find that some parents speak English and would be willing to give a short talk. Perhaps some of the international teachers have experience of other jobs too.

English Vocabulary in Use S. Redman CUP Unit 64 p.132 jobs

http://www.learnenglish.de/vocabulary/jobs.html

http://www.oneworldofenglish.com/english_grammar_reference/wish_if_only.htm

https://kids.usa.gov/teachers/lesson-plans/jobs/index.shtml

http://film-english.com/2011/05/22/lesson-plan-on-jobs/

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

Pre- learningQuestion answer match (G) Students are divided into groups. They are given a selection

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8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts8.6.17.1 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 topics8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics8.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics8.1.9.1 use imagination to express thoughts, ideas, experiences and feelings8.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

of questions which they should match to the correct answers in a set time limit.

ActivityLearners: 1. (I) read the article on taking a gap year 2. (P, f) critically analyse the ideas behind a gap year3. (G, f) If learners had the opportunity, where and what would they like to do for a gap year?

Plenary(I) K U IAs a result of the lesson today I:Know…Understand…Can use the information in the following other situations….

Taking a gap yearA gap year is when students take a year off after school before going to university. They use this time to travel, work or volunteer.According to the article, a gap year is seen as a positive thing. Not everyone, however, agrees. Ask learners if they can spot any inconsistencies in the article. Learners critically analyse the ideas put forward.For example, is paying a lot of money to a company to organise the volunteering a good thing? Could that money be better spent on those people that the students are trying to help? How?On the other hand, the experience can be good 1. for the student (How?)2. for the country in which the students volunteer (How?)3. for the people in the country. (How?)Model key language on the board for the discussion part of the activity (see learning objectives). For example:If I had on a gap year, I would…

Gap year reading:http://learnenglishteens.britishcouncil.org/english-skills-practice/life-uk/gap-year

conditionals:http://learnenglish.britishcouncil.org/en/grammar-reference/conditionals-1

https://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/conditionals

http://grammar.ccc.commnet.edu/Grammar/conditional2.htm

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http://learnenglish.britishcouncil.org/en/grammar-reference/conditionals-1



http://learnenglishteens.britishcouncil.org/english-skills-practice/life-uk/gap-year



If only we had a gap year, I would (go to …)I wouldn’t take a gap year, unless I had no choice

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 topics8.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges8.2.7.1 recognise typical features at word, sentence and text level of a limited range of spoken genres8.6.11.1 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

Pre-learning(P) In pairs, learners discuss any part-time jobs they have.

Activity 1(P, W) Learners read the statements first, then listen to the blog comments, then decide which statements are true or false.

Activity 2(G, f) Learners role-play an interview.

Activity 3(G, f) Learners play back their interviews and discuss how they could improve on them.

Activity 4Learners report on the interviews.

Plenary(I) Take one minute to compose two statements in your head to explain what we have learnt and how we have learnt it.

The world of workWrite on the board4. I have been working part-time in a (shop) for six weeks5. I have earned (x) tengeElicit the difference:3. An action started in the past and not yet completed (up to now).The focus is the result of an action so far (up to now).

Learners first listen to the job interview (see learning resources p.29 Ex.10) and take notes, then plan their own interview (see learning resources p.29 Ex.11).

Learners record themselves taking part in an interview or learners video their interviews.

Reported speechLearners watch or listen again to the interviews they made and use these to report on what was said.

English in Mind 3 Unit 3 A Working Life pp26 – 29

For recording: microphone and recorderand/orvideo

English in Mind 3 p.29 Ex 10, 11

Reporting verbs:

English in Mind 3 p.95

8.6.6.1 use a variety of pronouns including indefinite pronouns anybody, anyone, anything and

Pre-learningActivities for key language. For example:

Grammar in contextRemember from Term 1 that any grammar needs to be seen in

Teacher reference:

http://

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http://learnenglish.britishcouncil.org/en/english-grammar/pronouns/indefinite-pronouns

quantitative pronouns everyone, everything, none, more, less, a few on a range of familiar general and curricular topics

Make and cut out cards of the words and use in a Prompt and Setting game:SettingFood and Drink

The World of Work

The Natural World

etc

PromptEveryone Few Noneetc

Activity (P) Cut up sentences for students to arrange in the correct order. (P) Ask learners to substitute words but still make sense. (I) Match the words with pictures (see learning resources). (P) Students mime to each other and try to guess what the mime is. (P, f) First students create their own interesting or funny sentences using the correct form and then peer assess each other’s work.

PlenarySuccess!(I) I have been successful in the following three ways…

context and to be meaningful to learners. Continue to encourage learners to come up with their own sentences in pairs.

Continue to use activities to help with any difficult key language (see suggested activities on the left).

Prompt and setting gamePrepare cards with the topics on them. These will be the setting (or context) for the sentences learners produce.Prepare Prompt cards. These will be the key language that learners have to use in their sentences.In pairs, the first learner takes 2 cards, one from each pile of Prompt and Setting cards. He/she must then make a sentence using both the setting and the key language. The sentence can be serious or funny.

For example,Prompt: everyoneSetting: Food and DrinkEveryone likes chocolate

For example,Prompt: None of theSetting: The World of work

None of the careers look appealing.

learnenglish.britishcouncil.org/en/english-grammar/pronouns/indefinite-pronouns

http://learnenglish.britishcouncil.org/en/english-grammar/determiners-and-quantifiers/quantifiers

Rinvolucri, M. (2009) Grammar Games CUP for further ideas you may like to adapt

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I could make this better next time if I…If I were starting again and designing this for myself I would do this instead…

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics

Pre-learning(G, W) Learners mime a job and others guess what it is.

Activity 1(G, f) Learners play 20 questions: one learner thinks of a job and others may ask closed questions (‘yes’ or ‘no’) to find out what it is.

Activity 2Learners prepare for an interview by1. (I) reading the questions and the model answers 2. (I, f) attempting to answer the questions in their own words 3. (P, f) using those answers in the interview at the sound of the beep.

PlenaryPictionary(I, W) Draw the word without speaking or writing

Differentiation activities

Depending on your learners, you may feel that they need more work on vocabulary and/or listening. Use these activities where you feel necessary. For example as a warmer, or to reinforce particular vocabulary that you wish to focus on.You could use the test and/or listening (see learning resources) in plenary or as a diagnostic test.English learner of the year!

Write the title English learner of the year! on the board. Ask learners to predict the content of an interview between a journalist and the learner who won English learner of the year!

Then show them the questions and model answers. In pairs they can check their predictions.

This activity is not as easy as it sounds but is great to practise! Allow learners to try as many times

Vocabulary building:English Vocabulary in Use S.Redman CUP Unit 64 Jobs (Differentiation: Units 63 – 69)test:http://www.examenglish.com/vocabulary/work.htmPET listening:http://www.examenglish.com/PET/pet_for_schools_listening_part4.htm

Just Listening and Speaking Marshall Cavendish Education, Unit 24B Giving an interview

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http://www.examenglish.com/PET/pet_for_schools_listening_part4.htm

http://www.examenglish.com/PET/pet_for_schools_listening_part4.htm

http://www.examenglish.com/vocabulary/work.htm

http://www.examenglish.com/vocabulary/work.htm

as they like. Remind learners that their answers do not have to be real.

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 topics8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some 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

Pre-learning(P) In pairs, learners discuss their hopes and fears for the future.

Activity 1(G, f) Learners play a team game on jobs and prices by answering questions.

Activity 2(P, W, f) Learners discuss the (3) worst and best jobs in the world, then list the advantages and disadvantages of each.

Plenary(W, I) Game Hot ChairStudents answer their classmates’ questions. The questions should be according to the learnt topic.

Hopes and fears Ask learners if they remember in Term 1 discussing their dreams for the future. Ask everyone to fill in:A dream of mine that I commit to making real is…

Do they want to change this now? For example,My dream, which is not an impossible one, is to become a pilot. (between the commas is extra information – non-defining relative clause)The reason why I want to become a pilot is …..(defining relative clause)Prepare this game in advance by photocopying the game but make sure it is enlarged. It will be displayed for the whole class to see.This board game uses Euros and dollars but feel free to change the currency.

relative clauses English in Mind 3 Unit 13 Hopes and fears pp 97 – 99

Teen World: Multi-level photocopiable activities for teenagers J. Budden CUP Unit 4.1 and Unit 4.2Work and money

8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups8.4.6.1 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and

Pre-learningIt might be useful to pre-teach useful vocabulary for a lesson.

Activity 1(G, f) Learners:

Secret Agents!This optional fun project has several stages, so allow a number of lessons depending on your learners (suggestions are given under the instructions – see

Imaginative Projects M. Wicks Unit 9 pp95 +

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curricular topics, including some extended texts8.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a range of familiar general topics and some curricular topics8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics8.6.8.1 use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics8.6.10.1 use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics

3. equip themselves as agents4. investigate a disappearance5. receive a coded message6. find a murder victim7. interrogate local witnesses8. find out about a kidnapping9. get to the base10. rescue the victim

Activity 2(P, f) Students share ideas with each other answering the question: What are you going to do when you leave school?

PlenaryNeighbours(P) Ask students to review the lesson through their neighbour. For example:What three things has your neighbour learnt today?What would your neighbour like to find out more about?What does your neighbour think about….What answer to the overall question can your neighbour give?Set targets with your neighbour by sharing your work

learning resources). Feel free to reduce the sections for your learners if necessary.

Learners answer the question above. Monitor for correct usage of future forms.If necessary, revisit and review future forms so learners are clear and any gaps in their knowledge or understanding can be filled.

future formshttp://learnenglish.britishcouncil.org/en/english-grammar/verbs/talking-about-future

8.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

Pre-learning(P) Learners identify the topics learnt by them during the term and

Introduce the project.The teacher’s role here is to facilitate, guide and monitor.

As learners are working independently, they will be responsible for many of their own

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8.1.6.1 organise and present information clearly to others 8.3.2.1 ask more complex questions to get information about a growing range of general topics and some 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 tasks8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

the teacher writes down all of them on the board for the students to choose the most suitable one to investigate

Activity(I) Learners choose as aspect of the topics from this term’s work.It does not matter if they all choose the same topic as the point here is encouraging making decisions and independent choice. (P) learners begin by brainstorming their ideas about the topic and the format. (I, f) they plan, research and create their mini individual project (I, f) they may be able to continue for homework (W) they present their work to the class for peer review

Plenary(I) Everyday PeopleHow can you link today’s lesson to your everyday life?In what contexts would you encounter what we have learned about today in your day-to-day life?How can you use what we have learned to day in your life inside and outside of school?

They can choose either:

Food and Drink – this could be a demonstration, though be aware of health and safety issues. They could research a specific cuisine or health issues.

Or The World of Work – learners could research a particular career or career path that they are interested in.

Make sure they only choose one specific aspect of the topic as the topics themselves are very broad. Learners choose from one of the following formats or one of your own suggestions: a PowerPoint presentation a leaflet an information display board a demonstration.Monitor for any extra help the learners might need. Monitor for realistic time targets: quality is more important than quantity! Provide language support, encourage peer feedback within groups.

resources. However, make sure they have enough scissors, glue, pictures, pens, dictionaries etc.

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Suggested vocabulary listGrade 8

Unit Active words Structures/patterns Passive words and phrases

1. Our World

Choose (v)Decide (v)Expect (v)Forget (v)Hate (v)Hope (v)Intend (v)Learn (v)Like (v)Love (v)Mean (v)Plan (v)Prefer (v)Remember (v)would like (v)would love (v)pollution (n)cycle (v)walk (v)scenery (n)explore (v)tough (adj)fear (n)failure (n) lose (v)gain (v)absurd (adj)pen-friend (n)houseboat (n)enormous (adj)magnificent (adj)breathtaking (adj)ceiling (adj)cramped (adj)fabulous (adj)luxurious (adj)posh (adj)

What do you like better? (What pleases you more?)I'm keen on…(cooking)I'm addicted to… (dancing)I have a passionfor….. (tango)I don't mind…(doing the housework)I can't stand (judgmental people)It makes me (laugh, cry, sad, sleepy and etc.)I am interested in…(reading)I am really into… (playing football)I am keen on.. (collecting coins)I adore… (driving a car)I am fond of.. (riding a horse)I am addicted to… (playing computer games)I prefer …. (playing the piano)A dream of mine that I commit to making real is…(to help stop pollution).To make a decisionTo make upSpecial featuresTo be well equipped

Become reality…. (e.x.. a dream becomes reality)Take sweat (v)Determination (n)Withstand dream (adj, n)Damn (adj)Miraculous (adj)Disassociate (v) Accomplish (v)House- proud (adj)Bring the house down Short drive from store

2. Daily Life and Shopping

Snack (n)Bother (v)Feed (v)Fortunately (adv)Cleaner (n)Fit (v)A top (n)A skirt (n)

Lie in bedGet to sleepFall asleepOversleepHave a late nightHave a napHave a lie-inOn somebody’ own

Have friends for dinnerGet dressedPetshop (n)Unbeatable offer Give-away priceSnap up a bargainShare tipsOutlet mail

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A belt (n)A suit (n)A scarf (n)A tracksuit (n)Tights (n)Socks (n)Boots (n)Trainers (n)Shop window (n)Department store (n)Newsagent’s (n)Butcher’s (n)Greengrocer’s (n)Chemist’s (n)Boutique (n)Household goods (n)Stationery (n)jewelry (n)Envelope (n)Changing room/ fitting room (n)Cash desk/ till (n)

Make breakfast (lunch, supper, dinner)Have a bath (shave, wash, and etc.)Leave homeGet to workStay inHave a restGo outCome aroundDo the shoppingDo ironingDo washingPut onTake offWindow shoppingLook forBe being servedWhat size are you looking for?Pay by cheque/ credit cardWould you like to try it on?I am sorry, we are out of stock.

3. Entertainment and Media

act, vactor, nactress, nadmission, nadvertisement, naudience, nballet, ncamera, ncartoon, nchannel, ncircus, nclassical music, ncomedian, ncomedy, ncommercial, nconcert, ncostume, ndisplay, ndocumentary, ndrama, nentrance, nexhibition, n

A great deal ofA large amount ofPlenty ofPassive: be+PPConditionals with if, unless, if onlyI wish…As / like:I feel great, I slept like a baby.I failed my English test, as I expected.(as + subject + verb)Gerund / infinitiveConnectors: but, and, so, because, however, althoughOpinion+comparison:I like… but not as much as…I like … much more than…

Adventurous, adjAmateur, adjAnimation, nAttractive, adjBravery, nCD-Rom, noun Charity, nChase, vCheat, vClimax, nComplicated, adjConfusing, adjConsumer, nCourage, nCreepy, adjCurious, adjDetective, nEmbarrassing, adjExclaim, vFailure, nFaith, nFreedom, n

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festival, nfolk music, nhero, ninterview, njazz music, nmagazine, nmagic, nnews, nopera, norchestra, nperformance, nplay, npoem, nquiz, nrecording, nreview, nrock music, nromantic, adjrow, nscene, nscreen, nseries, nstage, nstar, nstudio, nthriller, nvenue, n

compound adjectives:full-length, cold-blooded

Frightening, adjHonesty, nIdentification, nIllustrate, vInvestigation, nLandscape, nLeisure, nLocation, nLoyalty, nMurder, vPerformance, nPixel, nPlot, nProduction, nRansom, nReply, vScene, nStoryboard, nSuccess, nSuspectVictimVast Western, n

4. Sport, Health and Exercise

accident, nache, nambulance, narm, n diet, vemergency, nfever, nflu, ngym, nheadache, nhurt, vinjure, vknee, n medicine, nMouth, n neck, n operate, vpill, nrecover, vshoulder, nsore, nwound, n

Comparative degree adverb structures: not as quickly as / far less quickly

Present continuous and present simple with future meaning:We are playing football next weekend. We are going to play football next weekend

if / unless/ if only in second conditional clauses wish clauses

Second conditionals: If I lived to 200, I would have the time to do everything!Compare with the first conditional:If I exercise, I will live longer.

Ankle, naspirin, nbalance, vbandage, nbelly button, nbend, vchest, nchin, nearache, n elbow, nheel, nhip, nshin, nthigh, ntoe, nwaist, nwrist, n

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Phrasal verbs:Sort out, break down, bump into

5. Reading for Pleasure

subtitles npredict nscheme nallows adjkey wordsability nto reduce vsummarising nparaphrasing nto capture vto focus vfeatures nheadings n comprehension nsurvey nopinion ntreatment nsympathetic adjselection nto involve vphenomena nuniversal adjto provide v

Who is (…)? Where does (…) live?Does (…) act correctly?What is the advantage of (…)?The main character of the (…) is (…).Do you agree that (…)?I do not think that (…) is a good idea for (…) .I would like to warn (…)I would like to suggest (...).Where does the (…) take place?At what temperature (…) becomes a (…) (water, solid)I want my liquid to be between 80 and 90 degrees.We need (…) to improve our (…)

alliteration nmetaphor npersonification nsimile nallusion n

6. Natural World habitat n adj vsteppesemi-desertshrubberygrasslimestoneplateauseaswetlandsswamps mountain rangerivervegetationforestshrubmeadowpasturesmountainoustaigaglaciersheritage

Who has ever been to (…)I have! I went there (…)I think my father has been to (…).What is important about world heritage sites?One of the world heritage sites, which uses Google Street View, is (…).(…) helps people all over the world to view world heritage sites.This area includes the picturesque (…) national Park, with (…).My friends and I have started a campaign to

ornithologist huntsman aridrainforestcoral reefs the tundraterrestrialgrasslandswoodlandmarine

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save (…)7. Travel and Transport

street lightsroundaboutpavementcrossingtraffic lightsdirect flightdepartarrivereturnenvironmentally friendly transportto be stuck in the traffic jambe delayedbuy tickets in advancefasten the seatbeltspeed limitimaginary tourcheck ingate\platformreturn ticketin advance

They don’t have to (must not, have to go to school.I have to go now (because …)You must not use (…) while driving.Have you ever (…) to London?I have never (…) to London.(…) you (…) been to (…)?I’d like to (…) to the stationHow many (…) are checking in?Can I (…) your passport?

intersectionround-trip flightwalking in the aisle signpostlayoverbuffet-car be cancelledfine for speeding work out a route rickshawhuscies

8. Food and Drink colour ntaste ntexture nsmell n, vcuisine nsalty adjspicy adjtasteless adjbitter adjsour adjcreamy adj fruity adjdelicacy nfry vboil vingredients nheat vshape v bake vconsistency noily adjrubbery adj crunchy adj chewy adjfatty adjslimy adjrecipe norder vserve v

not as…asmuch …thanI like… but not as much as …There’s plenty of (meat)There are several plates of (apples)There are several (apples)There is a large amount of (meat)All the meals contain (meat)Both dishes are made with (milk)Both of them contain (meat)

bland adjsavory adjrancid adjstale adjconnoisseur nstir vwhisk vpeel vpour vsticky adjslippery adjlumpy adj

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9. The World of Work

character traits logical adjmethodical adjloyal adjimaginative adjinventive adjcharismatic adjhonorable adjhigh-principled adjmoral adjbehavior ngenerous adjbossy adjmoody adjrude adjjealous adj messy adjviolent adjno experience required employee npart time position employer napplicant nscholarship nnotice board apply for v

if / unless/ if only in second conditional clauses(eg. If you saw some money on a desk, what would you do?/ If only I had studied harder!)

wish [that] clauses ( eg. I wish I could change the world)

I wish to apply for a position of …

If you are interested in meeting with me ,…

I look forward to hearing from you.

Thank you for your consideration.

studious adj meticulous adj compassionate adjempathetic adjincorruptible adjcourageous adjpersuasive adjpacifist nnaughty adjcunning adj

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Short term plan (Lesson plan)

Before beginning, refer to your medium term plan. Your lesson plans should be developed from this, making any adjustments necessary in the light of recent teaching and learning.

Long-term plan unit: 1. Our World School:

Date: Teacher name:

Grade: 8 Number present: absent:

Theme of the lesson

Learning objectives(s) that this lesson is contributing to

8.1.7.1 develop and sustain a consistent argument when speaking or writing8.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics8.3.6.1 link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

Lesson objectives All learners will be able to:1. come up with a definition of social media 2. list at least five forms of social media technologies 3. say whether they think the statement given is right or wrong.Most learners will be able to:4. say why they think the statement given is wrong/right in their opinion5. give one example to explain their answer.Some learners will be able to:6. critically analyse a statement about the internet and social media and its implications7. say whether it is justified or scaremongering

Assessment criteria

Value links Specify the values of the Programme as well as national, universal values, which are aimed to be instilled at this lesson.Values are instilled by/through ... (description of activities and / or content)

Cross curricular links

Discuss possible cross-curricular link with a colleague or refer to primary sources of other subjectsIndicate how the cross-curricular integration is implemented in the classroom (through activities and/or content)

ICT skills Computer science: developing vocabulary range to communicate knowledge of social media1. reflecting on the role of technology in our lives 2. respecting diversity of opinion

Previous learning

none necessary for this lesson

Plan

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Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

5 minutes 3. Learners brainstorm as many words associated with social media as they can. (G)4. Learners move one place clockwise and look at the next group’s brainstorm. They add to that brainstorm (peer assessment). (G) 5. Repeat this until learners get back to their own brainstorm. (Repeat only for the next four students if you have a large class and going all the way round would take too long.)(G)6. Display brainstorms around the classroom.

Middle5mins10mins

5mins

10mins

Learners share their experiences of social media. (G)In pairs, learners come up with their own definition of social media. Does social media and examples of social media have different names in Kazakh and Russian?Two pairs come together and analyse their definitions. Using both examples, the group comes up with a refined definition.Learners compare their definition with that of Wikipedia (self-assessment)Learners critically analyse the following statement.

How far do you agree with this statement?

“fast (Internet/social) media and deep slow thought don’t mix well.” Nicholas G.Carr http://en.wikipedia.org/wiki/Nicholas_G._Carr

Can you give examples to explain your answer?

Definition“Social media refers to the means of interactions among people in which they create, share, and exchange information and ideas in virtual communities and networks.” Wikipedia

List:This is not an exhaustive list, and learners are not expected to know them all.emagazines, Internet forums, weblogs, social blogs, microblogging, wikis, social networks, podcasts, photographs or pictures, video, rating and social bookmarking. Technologies include: blogs, picture-sharing, vlogs, wall-postings, email, instant messaging, music-sharing, crowdsourcing,social networking sites (for example, Facebook), virtual game worlds (e.g., World of Warcraft), and virtual social worlds (e.g. Second Life)

End5mins

7. Find out: What did they learn during the lesson: e.g. new vocabulary, similar words in L1, L2 and English, facts and opinions about social media What skills did they develop? e.g. critical analysis, reflecting on social media

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http://en.wikipedia.org/wiki/Nicholas_G._Carr

http://en.wikipedia.org/wiki/Nicholas_G._Carr

Has this made them look at social media in a new light? (reflection)

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety checkICT links

More support: Provide less-able learners with a less dense definition written on a worksheet so they can read.Allow thinking time.Create mixed-ability groups for part of the discussion.Offer differentiation by support.

More-able learners: List in bullet point form their answers to the critical thinking exercise.Summarise the group’s findings. Encourage them to justify their opinions.All groupsChange groups to change group dynamics if necessary.

Monitor learners as they share their experiences to check for recurring errors for future planning.Monitor learners’ definitions and offer differentiation by support.Monitor for correct spelling of specific vocabulary and if necessary ask them to peer assess or check online (self-assessment).Observe learners when participating in discussion. Did the group dynamics work? Did each learner contribute to the discussion? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other) Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Health promoting techniquesBreaks and physical activities used.Points from Safety rules used at this lesson.

ReflectionWere the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why?Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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Summary evaluation

What two things went really well (consider both teaching and learning)?1:

2:

What two things would have improved the lesson (consider both teaching and learning)?1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?

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Documents

cpm.kz · Web view2018. 9. 7. · Assign students to take a conversation from their course book, that they are familiar with and reduce each line to only one word.. Divide your