LESSON 1 School:

Unit 1: Making connections in biology

Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Journey to biological understanding

Learning objectives 11.C8 - develop intercultural awareness through reading and

discussion
11.S2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general and
curricular topics, including some unfamiliar topics
11.S7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics
Lesson objectives All learners will be able to:
work out the meaning of some topic-related words by using semantic
and syntactic clues.
describe what a balanced diet is and why it is important.
Most learners will be able to:
work out the meaning of most topic-related words by using semantic
and syntactic clues.
identify the different food groups and place foods into the correct
groups.
Some learners will be able to:
work out the meaning of all topic-related words by using semantic and
syntactic clues.
describe how carbohydrates, proteins, fats and vitamins/minerals help
our bodies and relate the Eatwell Guide to their diet.
Previous lesson -
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS Greeting
5 min The lesson greeting.
The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Lead-in.
Ask students to brainstorm Students answer
different foods.
Then ask: What have you eaten
today?
Are you careful about the food
you eat? Why? / Why not?
Elicit some responses.
Middle Exercise 1 page 4. Students decide Individual Presentation
30 min Focus attention on the eat well sections avaluation Video and
plate and explain that it is a visual represent the images
representation of the type of food food eat most of Handouts
we should eat for a healthy, and least of with task
balanced diet. The size of each
section represents the
recommended proportion of food
types.
Ask students to decide which
sections represent the food we
should eat most of (the two largest
sections at the top) and least of
(the smallest section at the
bottom).
Individual
Exercise 2 page 4. Students avaluation
Focus attention on the phrases. complete the
Check meaning and information
pronunciation. Students complete
the information. Check answers as
a class.
Mutual
Exercise 3 page 5. Students look at avaluation
Focus attention on the nutrition the food on the
words. Check meaning and eat well plate
pronunciation. Students look at and find an
the food on the eat well plate and example for each
find an example for each word. word
Check answers as a class.
Verbal
Exercise 4 page 5. evaluation
In pairs, students discuss their Students discuss
diets in relation to the eatwell their diets in
plate. Write the following relation to the
sentence on the board to help eatwell plate.
them do this: I eat more / less …
than is recommended.
Ask: Do you have a healthy diet?
Why? / Why not?

End REFLECTION Self-

5 min Ask students: What have you assessment
learned today? What can you do
now? and elicit answers: I can
talk about nutrition and health.
Home task: WB ex.1-3 p.4.
Saying goodbye
LESSON 2 School:
Unit 1: Making connections in biology
Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Journey to biological understanding

Learning objectives 11.L1 - understand the main points in unsupported extended talk on a
wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics
11.S2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general and
curricular topics, including some unfamiliar topics
11.S5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics 11.UE12 - use a wide variety of past modal
forms to express appropriate functions; use a variety of near modal
structures including supposed to, bound
to, due, willing to on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
list out the names of various types of food from the most to least
healthy.
recognize main information why people’s nutritional needs change
through different life stages while listening.
identify and use the sentences with must and have to for obligation
and prohibition with support.
Most learners will be able to:
identify specific information why people’s nutritional needs change
through different life stages while listening.
identify and use the sentences with must and have to for obligation
and prohibition with minimal support.
Previous lesson Journey to biological understanding
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining The lesson greeting. Verbal
5 min The teacher sets the lesson evaluation
objectives, letting students know
what to anticipate from the lesson.

Lead-in.
Exercise 5 page 5.
Ask students to read the quiz, Students do the
 ignoring the missing words. quiz in pairs and
Check meaning and then check their
pronunciation. answers.
Find out how well the students
did in the quiz. Elicit any facts
that surprised them.
Middle Exercise 6 page 5. (Audio 1.02) Students match Individual Presentation
30 min Go through the sentences together each speaker avaluation
and check comprehension. Then with a sentence. Video and
ask students to underline key images
words. Play the recording for
students to match each speaker Handouts
with a sentence. Check answers as with task
a class.

Exercise 7 page 5. Students explain Verbal

Go through the Recycle! box their choices. evaluation
together. If necessary, illustrate
the difference between must and
have to: I must tidy my room
because it’s messy and I think I
need to do it. I have to tidy my
room every week because it’s my
parents’ rule.
Check answers as a class. With a
stronger class, ask students to
explain their choices.

Exercise 8 page 5. Students answer Mutual

In pairs, students answer the the questions avaluation
questions using vocabulary and using vocabulary
grammar from the lesson. Monitor and grammar
and help where necessary. Elicit from the lesson
responses and encourage
discussion if there is
disagreement. Students to work
Extra activity. in pairs to
Ask students to work in pairs to produce a poster
produce a poster to promote to promote
healthy eating amongst teenagers. healthy eating
Tell them to include at least five amongst
useful tips. Display the posters on teenagers
the wall and have a class vote on
the most attractive one and the
most useful one.
End REFLECTION Self-
5 min Ask students: What have you assessment
learned today? What can you do
 now? and elicit answers: I can
talk about nutrition and health. I
can talk about obligation and
prohibition.
Home task: WB ex.4-5 p.5.
Saying goodbye

LESSON 3 School:
Unit 1: Making connections in biology
Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Journey to biological understanding

Learning objectives 11.S5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics
11.R3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics
11.UE7 - use a wide variety of simple perfect active and passive forms
and a variety of perfect continuous forms on a wide range of general
and curricular topics

Lesson objectives All learners will be able to:

discuss topic questions in simple phrases and sentences.
apply comprehension strategies to the text about a history of hygiene.
identify and use different forms of the passive with support.
Most learners will be able to:
discuss topic questions in expanded sentences.
identify and use different forms of the passive with minimal support.
Some learners will be able to:
discuss topic questions in complex sentences.
identify and use different forms of the passive without support.

Previous lesson Journey to biological understanding

Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining The lesson greeting. Greeting
5 min The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.

Lead-in.
Exercise 1 page 6. Students do the
 Play hangman with the words task
infections and hygiene. Check
meaning and pronunciation. Then
elicit how these two words are
connected, e.g. good
hygiene prevents infections; bad
hygiene can cause infections.

Middle Exercise 2 page 6. Students to read Mutual Presentation

30 min Ask students to read the text the text quickly avaluation Video and
quickly to see if it mentions any to see if it images
ideas from their discussion. mentions any Handouts
Explain any unknown words. ideas from their with task
discussion
Exercise 3 page 6. Individual
Ask students to find the examples Students to find avaluation
of the passive in the text and the examples of
match them with the correct tense. the passive in the
text and match
them with the
correct tense
Exercise 4 page 6.
Go through the Learn this! box Students
together and elicit the missing elicit the missing
words. words.

Exercise 5 page 6.
Ask students to rewrite the Students to
sentences in the passive and then rewrite the
match them with a rule in the sentences in the
Learn this! box. Check answers as passive and then
a class. match them with
a rule
Exercise 6 page 6. Verbal
Students rewrite the underlined Students rewrite evaluation
sentences in the passive. Remind the underlined
them to use by only when the sentences in the
agent is important. Check answers passive
as a class.

End REFLECTION Self-

5 min Ask students: What have you assessment
learned today? What can you do
now? and elicit answers: I can
understand a text about a history
of hygiene. I can identify and use
different forms of the passive.
 Home task: WB ex.1-3 p.5.
Saying goodbye

LESSON 4 School:
Unit 1: Making connections in biology
Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Journey to biological understanding

Learning objectives 11.C6 - organize and present information clearly to others

11.S6 - navigate talk and modify language through paraphrase and
correction in talk on a wide range of familiar and some unfamiliar
general and curricular topics
11.UE7 - use a wide variety of simple perfect active and passive forms
and a variety of perfect continuous forms on a wide range of general
and curricular topics
Lesson objectives All learners will be able to:
recognize and use different forms of the passive with support.
Most learners will be able to:
identify and use different forms of the passive with minimal support.
Some learners will be able to:
demonstrate correct use of different forms of the passive without
support.
Previous lesson Journey to biological understanding
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining The lesson greeting. Individual Presentation
5 min The teacher sets the lesson avaluation Video and
objectives, letting students know images
what to anticipate from the lesson. Handouts
with task
Lead-in.
Read the sentences and answer
the questions. Active
Someone cleans the streets every
day.Sir Christopher Wren
designed St Paul’s Cathedral.
What tense is used in each
sentence?
 Passive
The streets are cleaned every day. Students
St Paul’s Cathedral was designed underline the
by Sir Christopher Wren. subject and
What has happened to the subject object in each
and object? sentence.
How do we form the passive?
When do we use the passive?
When do we and don’t we use
‘by’?
Middle Running dictation. Students follow Mutual
30 min Pupils work in pairs. One is a the instructions avaluation
runner, the other is a writer. Stick
the worksheet to the board or
wall. The runner goes to the
board, reads one sentence (which
is in the active form), transforms
it into passive in his mind, goes to
the partner and dictates the
passive sentence to him. After the
task is completed students check
it with the teacher:
People speak Portuguese in Brazil. Verbal
The Government is planning a new road evaluation
near my house.
My grandfather built this house in 1943.
Picasso was painting Guernica at that
time.
The cleaner has cleaned the office.
He had written three books before 1867.
John will tell you later.
By this time tomorrow we will have
signed the deal.
Somebody should do the work.
The traffic might have delayed Jimmy.
Everybody loves Mr Brown.
They are building a new stadium near
the station.
The wolf ate the princess.
At six o’clock someone was telling a
story.
Somebody has drunk all the milk!
I had cleaned all the windows before
the storm.
A workman will repair the computer
tomorrow.
By next year the students will have
studied the passive.
James might cook dinner.
Somebody must have taken my wallet.
End REFLECTION Self-
5 min Ask students: What have you assessment
 learned today? What can you do
now? and elicit answers: I can
identify and use different forms of
the passive.
Home task: WB ex.4-5 p.5
Saying goodbye

LESSON 5 School: Zhenis

Unit 1: Making connections in biology

Date:10/09-24 Teacher name: S.A.Zhurkhabayeva

Grade: 11A/V
Number present: Number absent:

Theme of the lesson: Journey to biological understanding

Learning objectives 11.L5 - recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics
11.L8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects, including some
unfamiliar topics
11.S3 - explain and justify own and others’ point of view on a range of general and curricular topics, including some
unfamiliar topics
11.S7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general
and curricular topics
Lesson objectives learners will be able to:
use topic-specific vocabulary.
identify and formulate the main idea(s) of the listening segment about exercising with support.
describe different fitness activities.
use a good range of topic-specific vocabulary.
identify and formulate the main idea(s) of the listening segment about exercising with minimal support.
explain a preference of different fitness activities.
use a wide range of topic-specific vocabulary.
identify and formulate the main idea(s) of the listening segment about exercising with no support.
compare and evaluate different fitness activities.
Previous lesson Journey to biological understanding
Plan

Planned timings Planned activities Learners’ activities Evaluation Resources

Begining The lesson greeting.

5 min The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Lead-in.
Elicit the sports and activities students do to keep fit.
Middle Exercise 1 page 7. Students describe the photo Individual Presentation Video
30 min In pairs, students describe the photo and answer the and answer the questions avaluation and images
questions. Ask a few students for their ideas. Handouts with task
Exercise 2 page 7.
Go through the Listening Strategy together and elicit
different ways of saying the underlined information, e.g.
worked as hard as possible / worked as hard as he could.
Exercise 3 page 7. Audio 1.03.
Tell students they will hear the beginning of a radio Students decide if the
programme about fitness. Play the recording for students to sentence in exercise is true or
decide if the sentence in exercise 2 is true or false. false Mutual avaluation
Exercise 4 page 7. Audio 1.04.
Allow students time to read the sentences. Model the
pronunciation of mitochondria
/ˌmaɪtəʊˈkɒndriə/ (singular: mitochondrion), but do not say
what they are. Play the rest of the recording for students to
decide if the sentences are true or false. Check answers as a
class.
Exercise 5 page 7. Audio 1.05.
Go through the verbs and nouns and check pronunciation.
Play the recording again for students to check their answers.
Exercise 6 page 7. Audio 1.06.
Tell students they will hear four more people talking about
exercise. Encourage them to think of different ways of Students complete the
expressing the information in the questions and options; the sentences.
 information is usually expressed differently in the Verbal evaluation
recording. Play the recording for students to choose the
answers. Students read the questions
and answer options first.
End REFLECTION Self-assessment
5 min Ask students: What have you learned today? What can you
do now? and elicit answers: I can
understand people talking about exercise. I can discuss
sports and fitness activities.
Home task: WB p.6
Saying goodbye

LESSON 6 School: Zhenis

Unit 1: Making connections in biology

Date:13.09.24 Teacher name: S.A.Zhurkhabayeva

Grade: 11A,V
Number present: Number absent:

Theme of the lesson: Journey to biological understanding

Learning objectives 11.S6 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some
unfamiliar general and curricular topics
11.R3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and
abstract, general and curricular topics
11.UE12 - use a wide variety of past modal forms to express appropriate functions; use a variety of near modal structures
including supposed to, bound to, due, willing to on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
discuss topic questions in simple sentences.
apply comprehension strategies to text about medical myth.
identify and use advanced passive structures with support.
discuss topic questions in extended sentences.
identify and use advanced passive structures with minimal support.
discuss topic questions in complex sentences.
identify and use advanced passive structures without support.
Previous lesson Journey to biological understanding
Plan

Planned timings Planned activities Learners’ activities Evaluation Resources

Begining The lesson greeting. Greeting Verbal evaluation

5 min The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.

Lead-in.
Exercise 1 page 8.
Ask students to discuss the statements and say whether they
think they are true or not. Elicit ideas.

Students discuss

Middle Exercise 8 page 7. Students do the task Individual Presentation Video

30 min Explain that some verbs can go with more than one noun, avaluation and images
but students should try to remember the ones that the
speakers in exercise 7 used. Check answers as a class. Handouts with task
Exercise 9 page 7.
In pairs, students discuss how they feel about the sports and
fitness activities using the collocations in exercise 8. Students discuss how they feel
Remind them to give reasons and examples. Monitor and about the sports and fitness Mutual avaluation
help as necessary. activities
Extra activity
Ask students to write a short paragraph beginning: My
doctor advised me to start doing more exercise, so … Students write a short
Students compare their paragraphs in pairs. paragraph
Exercise 2 page 8. Individual
Ask students to read the text and check their ideas. avaluation
Exercise 3 page 8.
Go through the Learn this! box together and then ask
students to find examples for each rule in the text.
Exercise 4 page 8. Students to read the text
Students complete the sentences and then match them with
a rule in the Learn this! box. Check answers as a class. Students find examples for
Exercise 5 page 8. each rule in the text.
Students complete the sentences. Check answers as a class.
Exercise 6 page 8.
In pairs, students discuss two more food myths. They Students complete the
 should think of reasons to justify their ideas. Monitor and sentences
check the use of the passive. Elicit a few opinions form the
class.

Students discuss two more

food myths
End REFLECTION Self-assessment
5 min Ask students: What have you learned today? What can you
do now? and elicit answers: I can use advanced passive
structures. I can discuss health myths.
Home task: WB p.7
Saying goodbye

LESSON 7 School: Zhenis

Unit 1: Making connections in biology
Date:16/09-24 Teacher name: S.A.Zhurkhabayeva
Grade: 11A,V Number present: Number absent:
Theme of the lesson: Journey to biological understanding

Learning objectives 11.S2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general and
curricular topics, including some unfamiliar topics
11.R3 - skim a range of lengthy texts with speed to identify content
meriting closer reading on a range of more complex and abstract,
general and curricular topics
11.UE3 - use a variety of adjectives complemented by that, infinitive
and wh- clauses on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
use compound adjectives appropriately with support.
discuss topic questions in simple sentences.
use compound adjectives appropriately with some support.
discuss topic questions in extended sentences.
use compound adjectives appropriately with no support.
discuss topic questions in complex sentences.
Previous lesson Journey to biological understanding
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining The lesson greeting. Greeting
5 min The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Lead-in.
Focus attention on the photo p.9
and ask: What’s happening? Do
you think she’s having a pleasant
dream? Why / Why not? What’s
the word for a frightening dream?
Middle Exercise 1 page 69 Students answer Verbal Presentation
30 min In pairs, students answer the the questions. evaluation Video and
questions. Ask a few students to images
share their last dream or Handouts
nightmare with the class. If no with task
one can remember specific
details, talk about common types
of dreams such as being chased,
being lost or trapped, flying or
falling.
Then elicit some responses to
question 2. If students are not sure
about this, mention that dreams
are thought to help us process new
information and add it to our
memory.
Exercise 2 page 69 Students read the Mutual
Write lucid on the board and text and find out avaluation
check the meaning (able to think how lucid
clearly) and pronunciation dreaming could
/ˈluːsɪd/. help them
Ask: What do you think ‘lucid
dreaming’ is? (being able to think
clearly during a dream)
Ask students to read the text and
find out how lucid dreaming Students look at Individual
could help them. Check as a class. the form of the avaluation
Exercise 3 page 69 highlighted
Ask students to look at the form words in the text
of the highlighted words in the and write them
text and write them in the correct in the correct
column. Check answers as a class column.
and help with the meaning of any
unknown words. Students ask and
Exercise 4 page 69 answer the
Ask students to identify the questions in pairs
compound adjectives in the
sentences and match them with
the correct definition. Check
answers as a class. Then ask
students to ask and answer the
questions in pairs. Students
Exercise 6 page 69 complete the
Students complete the sentences, sentences
using a dictionary when
necessary. Check answers as a Students ask and
class. answer the
Exercise 7 page 69 questions,
In pairs, students ask and answer
the questions, giving reasons and
 examples. Monitor and help
where necessary.
End REFLECTION Self-
5 min Ask students: What have you assessment
learned today? What can you do
now? and elicit answers: I can use
compound adjectives. I
understand dictionary entries for
compound adjectives.
Home task: WB p.8
Saying goodbye

LESSON 8 School: Zhenis

Unit 1: Making connections in biology
Date:17/09-24 Teacher name: S.A.Zhurkhabayeva
Grade: 11A,V Number present: Number absent:
Theme of the lesson: Formal and informal writing

Learning objectives 11.S2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general and
curricular topics, including some unfamiliar topics
11.R2 - understand specific information and detail in extended texts on
a wide range of familiar and unfamiliar general and curricular topics
11.R9 - recognize inconsistencies in argument in extended texts on a
range of more complex and abstract general and curricular topics
Lesson objectives All learners will be able to:
comprehend main information about food addiction while reading.
identify specific information about food addiction while reading.
interpret and evaluate the information about food addiction while
reading.
Previous lesson Journey to biological understanding
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining The lesson greeting. Greeting
5 min The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Lead-in.
Write junk food on the board and Students do the
elicit examples, task
e.g. burgers, chips, hot dogs.Ask:
Are you addicted to junk food?
How often do
you have it?
Middle Exercise 1 page 10. Students answer Verbal Presentation
30 min In pairs, students answer the the questions evaluation Video and
questions. Elicit some answers. images
Exercise 2 page 10. Handouts
Focus attention on the title of the students skim- Mutual with task
article and the photos. Ask: What read the article avaluation
were these teenagers addicted to? and find out
(pizza, chicken nuggets, chips). what happened
Ask students to skim-read the as a result of
article and find out what their addictions
happened as a result of their
addictions. Students find the Individual
Exercise 3 page 10. gaps in the texts, avaluation
Go through the Reading Strategy look at what
together. Then ask students to find follows them and
the gaps in the texts, look at what then choose the
follows them and then choose the best sentence to
best sentence to fill each gap. fill each gap
Check the answers with the class.
Exercise 4 page 10. Students decide
Students decide if the sentences if the sentence is
are true or false and correct the true or false
false ones. Check answers as a
class. Students
Exercise 5 page 10. complete the
Students complete the sentences. sentences
Check answers as a class.
Exercise 6 page 10. Students follow
Go through the adjectives and the instructions
nouns together and check
meaning. Then focus attention on
the statement and ask students, in
pairs, to decide on their opinion.
Allow time for them to think of at
least three arguments to support
their opinion. Monitor and help
where necessary. Go through the
phrases for presenting opinions
together. Elicit some phrases for
agreeing and disagreeing, e.g. I
completely agree / disagree with
you. I don’t agree with you at all.
I agree with you up to a point.
Ask one pair to start the
discussion by presenting their first
opinion to the class. Encourage
others to join the debate. Monitor
and help where necessary. When
students have finished speaking,
 ask: Has anyone changed their
mind after listening to people’s
arguments?
End REFLECTION Self-
5 min Ask students: What have you assessment
learned today? What can you do
now? and elicit answers: I can
react to an article about food
addictions. I can have a debate
about food addictions.
Home task: Presentation
Saying goodbye

LESSON 9 School: Zhenis

Unit 1: Making connections in biology
Date:20/09-24 Teacher name: S.A.Zhurkhabayeva
Grade: 11A/V Number present: Number absent:
Theme of the lesson: Formal and informal writing

Learning objectives 11.C6 - organize and present information clearly to others

11.C7 - develop and sustain a consistent argument when speaking or
writing 11.S3 - explain and justify own and others’ point of view on a
range of general and curricular topics, including some unfamiliar
topics
11.S7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics
Lesson objectives All learners will be able to:
present their posters to classmates.
present their posters to classmates, keeping the attention of a class.
make a public speech by using a poster and have interaction with
audience.
Previous lesson Formal and informal writing
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS
5 min The lesson greeting.
The teacher sets the lesson objectives,
letting students know what to
anticipate from the lesson.

Middle Task 1. In the quiz below, students Students Individual Presentation

30 min should match up the sentences to test should match avaluation Video and
what they know about the up the images
topic! sentences to Handouts
 test with task
1. Some people ...schoolchildren
think it is wrong hyperactive, so
to ban junk food they misbehave
because people after lunch.
should ...
2. Some people
think that the ... it is so tasty!
sugar in junk food
makes ...
3. Eating too ... expensive than
many healthy food such
crisps and as fruit and salad.
sweets ...
4. Many people ... force children
prefer junk food to eat healthy food
to healthy food to keep them fit
because ... and well.
5. Junk food such ... they would be
as chocolate and well behaved, and
crisps is more ... so would learn
more in lessons.
6. Some people
think junk food ... small amount
should be banned of junk food and
in school canteens some healthy food
to ... every day.
7. Some think that ... have freedom
if all school pupils to choose what
ate a nice healthy they want to eat.
lunch ...
8. It is probably ... is unhealthy,
best to have both and may make
a ... you fat!

Task 2. Create a poster putting

across the view that junk food Students can Mutual
should be banned. use the avaluation
Create a poster putting across the example
view that junk food shouldn’t be posters to
banned. help
Students can use the example posters
to help, but they must have their own
pictures and their own argument.
They could include a graph to show
what people prefer!
 End REFLECTION Self-
5 min Ask students: What have you learned assessment
today? What can you do now? and
elicit answers: I can express my
attitude towards junk food.
Home task: WB p.9
Saying goodbye

LESSON 10 School: Zhenis

Unit 1: Making connections in biology

Date:23.09.24 Teacher name: S.A.Zhurkhabayeva

Grade: 11A,B
Number present: Number absent:

Theme of the lesson: Formal and informal writing

Learning objectives 11.C1 - use speaking and listening skills to solve problems creatively and cooperatively in groups
11.L1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including
talk on a growing range of unfamiliar topics
11.S2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range
of general and curricular topics, including some unfamiliar topics
11.S7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general
and curricular topics
Lesson objectives All learners will be able to:
dramatize a dialogue in a doctor’s office describing illness and methods of remedying it with support.
dramatize a dialogue in a doctor’s office with some support.
dramatize a dialogue in a doctor’s office with no support.
Previous lesson Formal and informal writing
Plan

Planned timings Planned activities Learners’ activities Evaluation Resources

 Begining The lesson greeting.
5 min The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Lead-in.
Ask: Has anyone been ill recently? What was wrong with
you? (e.g. I had a cold.) What symptoms did you have? (e.g.
I had a headache and a sore throat.)
Brainstorm illnesses and symptoms and write them on the
board.

Middle Exercise 1 page 12. Students describe the photo Verbal evaluation Presentation Video
30 min In pairs, students describe the photo and speculate about and speculate about how the and images
how the person is feeling. Elicit a few ideas. person is feeling Handouts with task
Students write the words in
Exercise 2 page 12. the correct group Individual
Go through the words together. Check meaning and avaluation
pronunciation. They then write the words in the correct
group. Check answers as a class.

Exercise 3 page 12. Students discuss the

In pairs, students discuss the questions. Ask a few students questions.
to tell the class about their experiences. Mutual avaluation

Exercise 4 page 12. Audio 1.08.

Go through the task together. Tell students they will hear
someone doing this task. Play the recording for students to Students listen to and answer
listen to and answer the questions. Check the answers as a the questions
class.

Exercise 5 page 12.

In pairs, students check the meaning and pronunciation of
the treatments and remedies they do not know. They then go
through the list and suggest the problems that can be treated Students check the meaning
with each one. Check answers as a class. and pronunciation of the
treatments and remedies they Verbal evaluation
Exercise 6 page 12. Audio 1.08. do not know.
Explain to students that they will hear the person doing the
task in exercise 4 again. Play the recording for students to
listen for the treatments and the doctor’s recommendation. Individual
Students to listen for the avaluation
treatments and the doctor’s
recommendation
End REFLECTION Self-assessment
5 min Ask students: What have you learned today? What can you
do now? and elicit answers: I can role-play a conversation
at the doctor’s. I can talk about illnesses, injuries and
symptoms. I can talk about treatments and remedies. I can
use phrases to ask for clarification.
Home task: WB p.10
Saying goodbye

LESSON 11 School: Zhenis

Unit 1: Making connections in biology

Date:24/09-24-11a, 26/09-24-11 V Teacher name: S.A.Zhyrkhabayeva

Grade: 11
Number present: Number absent:

Theme of the lesson: Formal and informal writing

Learning objectives 11.C7 - develop and sustain a consistent argument when speaking or writing 11.R7 - recognize patterns of development in
lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics 11.W6 - write
coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics
11.UE11 - use a wide variety of pre-verbal, post-verbal and end-position adverbs/adverbial phrases on a wide range of
general and curricular topics
Lesson objectives All learners will be able to:
write an article for a school website on the given topic in 200 words using appropriate style and plan of a given genre with
support.
write an article for a school website on the given topic in 200 words using appropriate style and plan of a given genre with
some support.
write an article for a school website on the given topic in 200 words using appropriate style and plan of a given genre with
no support.
Previous lesson Formal and informal writing
Plan
Planned timings Planned activities Learners’ activities Evaluation Resources

Begining The lesson greeting. Verbal evaluation

5 min The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Lead-in.
Write If you have a sweet tooth, you … on the board and ask
students to complete it, e.g. love eating sweet things. Students complete
Middle Exercise 2 page 13. Students to suggest the Individual Presentation Video
30 min Go through the task together. Elicit ideas about what should be number of paragraphs the avaluation and images
included in the article and write them on the board, e.g. why article should have. Handouts with task
young people like sugar; why sugar is bad for you; the problems
it can cause; ways to persuade young people to eat less sugar.
Exercise 3 page 13.
Ask students to read the article and compare its content to the students read the article
ideas on the board. Elicit any differences and explain that their and compare its content to
article should have four paragraphs: an introduction explaining the ideas on the board
why young people love sugar; a paragraph explaining the risks; Mutual avaluation
a paragraph suggesting ways of persuading people to eat less; a
conclusion giving their opinion.
Exercise 4 page 13.
Go through the Writing Strategy together and ask students to
find examples of linkers in the article.
Exercise 5 page 13.
Go through the comment adverbs together. Ask students to
identity the ones in the article.
Exercise 6 page 13.
Allow students time to read the statements, decide on their Students identity the ones
opinions and think of reasons to support them. In pairs, students in the article.
discuss their opinions using comment adverbs where possible.
Monitor and help where necessary. Students discuss their
Exercise 7 page 13. opinions using comment
Go through the task together. Allow students time to come up adverbs where possible Individual
with ideas and make notes. With a weaker class, brainstorm avaluation
ideas together and write them on the board, e.g. fast food is high Students do the task
in calories and contains few vitamins and nutrients; eating too
much fast food can create serious health problems; teenagers
become addicted to fast food and are less Mutual avaluation
keen on eating healthy food.

End REFLECTION Self-assessment

5 min Ask students: What have you learned today? What can you do
now? and elicit answers: I can write an article for a school
website. I can use linking words and phrases to link ideas in a
paragraph. I can use comment adverbs.
Home task: WB p.11
Saying goodbye

LESSON 12 School: Zhenis

Unit 1: Making connections in biology

Date:27/09-24 Teacher name: S.A.Zhurkhabayeva

Grade: 11a/v
Number present: Number absent:

Theme of the lesson: Formal and informal writing

Learning objectives 11.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including
talk on a growing range of unfamiliar topics
11.R1 understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general
and curricular topics
11.W4 use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general
and curricular topics
Lesson objectives All learners will be able to:
share their ideas what they know about articles in groups
match some of the titles to the paragraphs
choose two topics among three that best introduces the main idea of the paragraph
plan an article following the given structure.
Previous lesson Formal and informal writing
Plan
Planned timings Planned activities Learners’ activities Evaluation Resources

Begining Warm-up. Brainstorming ideas and classroom Individual

5 min discussion. Teacher greets students and introduces the avaluation
objectives of the lesson. Teacher tells students that they will
learn to write an article and they will also be able to
recognise specific features related to article.
. Teacher divides them into four groups. Students are asked
to brainstorm ideas – what they know about articles. During
discussion teacher elicits/introduces the information from
presentation. Teacher pays attention to Do’s and Don’ts in
writing the articles and emphasizes the most important Students write the title of the
features. lesson on their notebooks

Middle Writing a title. Teacher presents the special features of Students work in pairs. Mutual avaluation Presentation Video
30 min writing a heading for the article. Students work in pairs. and images
They are given paragraphs and the titles that they should Handouts with task
match. (Answers: 1. D 2. G 3. A 4. E 5. F 6. C 7. H 8. B)
Writing a topic sentence. Teacher explains what topic
sentence is and how to write it. Students work in pairs. They
are given a paragraph with supporting ideas only. More able Students should also create a Verbal evaluation
students should write a topic sentence for the paragraph. title for their paragraph.
Less able students are provided with three possible topic
sentences among which they should choose one that best
introduces the paragraph.
Brainstorm ideas. Students are encouraged to choose a
topic for writing an article. They are asked to brainstorm
their ideas and make notes of what they are going to
include. Then they could be able to think of a topic sentence
which can be expanded into a paragraph.
Outline the article. Students write a plan for their articles. Students are encouraged to
Teacher provides support if needed. choose a topic for writing an
article

Students write a plan for their

articles
End Plenary. Exit ticket. Students are given reflective sheets or Self-assessment
5 min so called ‘exit tickets’. Teacher encourages them to
indicate: things they learned today
things they found interesting
question they still have.
Teacher could use these ideas in planning the following
lessons and identify who needs additional support.
Home task: Students should write an article following the
structure. They should pay special attention to writing a title
and topic sentences.
Saying goodbye

LESSON 13 School: Zhenis

Unit 1: Making connections in biology
Date:30/09-24 Teacher name: S.A.Zhurkhabayeva
Grade: 11A/V Number present: Number absent:
Theme of the lesson: An article

Learning objectives 11.L5 recognise the attitude or opinion of the speaker(s) in

unsupported extended talk on a wide range of general and curricular
topics, including talk on a growing range of unfamiliar topics 11.UE2
use a variety of determiners relating to nouns for generic uses, some
appositional uses and textual reference on a wide range of general and
curricular topics
Lesson objectives All learners will be able to:
 Do the vocabulary exercises on a particular topic.
 Listen and correctly answer to few of the given tasks Most learners
will be able to:
  Make up the necessary form of the word to fill in the gaps
 Listen and correctly answer to some of the given tasks Some learners
will be able to:
 Use correctly the given words in the sentences
 Listen and correctly answer to all of the given tasks
Previous lesson Formal and informal writing
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Teacher introduces the learning Students listen to Verbal
5 min and lesson objectives. Students the audio track evaluation
are given handouts for Listening and do the
Activity. Teacher gives support listening tasks.
for those who struggle. After
finishing the Listening Activity,
teacher shows up the listening
task answers on the active board
and students check their papers.
Teacher gives feedback.
Middle Dear Sir or Madam, I am writing Students are Individual Presentation
30 min to you to express my deep given handouts avaluation Video and
concern about… where the elderly for Use of images
people and children are the most English Activity. Handouts
part of the residents I am painfully with task
concerned about………The effect
of …… is …Finally, Having
stated all the above, I sincerely
request you…… to devote your
rapt attention to…… should be
taken into the control of the
special ecological organization
Teacher explains the students Students write
what they are expected to do in their answers in
the given exercises. Teacher gives their copybooks.
support for those who struggle.
Give several minutes to write the
words down in their copybooks.
After finishing the Use of English
Activity, teacher shows up the
answers answers on the active
board and students check their
papers. Teacher gives feedback.
Exercise 8
Go through the Speaking Strategy Students
together and then ask students to complete the
complete the phrases. Check phrases.
answers as a class.
 Exercise 9
Play the recording from exercise 7 Students answer Mutual
again for students to answer the the questions. avaluation
questions.
Exercise 10
Go through the task together and Students plan
allow students time to plan what what they are
they are going to say for each going to say for
section. Monitor and help where each section.
necessary.
Exercise 11
In pairs, students take turns to be Students take
the patient and the doctor. When turns to be the
they are the patient, tell them not patient and the
to panic if they do not understand doctor
the doctor. Tell them to ask for
clarification or to ask the doctor
to
repeatsomething. Monitor
and help where
necessary.

End REFLECTION Self-

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

LESSON 14 School: Zhenis

Unit 1: Making connections in biology
Date:04/10-24 Teacher name: S.A.Zhurkhabayeva
Grade: 11A/V Number present: Number absent:
11
Theme of the lesson: The animal world

Learning objectives 11.1.6 organize and present information clearly to others

11.4.3 skim extended texts with speed to identify content meriting
closer reading on a range of familiar and unfamiliar general and
curricular topics
11.5.1 plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics
11.5.4 use style and register to achieve an appropriate degree of
 formality in a wide variety of written genres on general and curricular
topics
Lesson objectives All learners will be able to:
Understand the structure of an article
Most learners will be able to:
Write a plan
Some learners will be able to:
Support the arguments with evidence
Previous lesson Formal and informal writing
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Greeting.
5 min T introduces the topic and lesson
objectives with the help of PPT,
focusing on a key skill- writing.
Middle Reading the articles: Students read the Verbal Presentation
30 min SS are given short articles on a articles evaluation Video and
biological topic (Bees). images
(Optional: divide the class into Handouts
groups with different articles) with task
SS work individually, they read
the model articles and identify
its structure.

SS are encouraged to apply

reading strategies from previous
lessons and highlight key words,
key ideas, topic sentences (if
there are any) in their articles.

T monitors. Support less able

students when necessary.

Whole class feedback. Students discuss Mutual

SS discuss their answers before important things avaluation
the whole class feedback. they have
AS a class, SS discuss important highlighted
things they have highlighted.
Writing/Planning: Students write a Individual
T highlights the importance of plan avaluation
preparation before starting
writing. SS are given the writing
question (write an article).
In pairs, SS brainstorm ideas and
write bullet points to be used as
a plan.
 Listening. ‘Stellaluna” by Students should
Janell Cannon keep a list of
As the video is played, students questions about
should keep a list of questions bats
about bats (how they live, what
happens in the book, etc.). Each
should create at least 3
questions.
Post-listening Students discuss Verbal
After listening to the story have evaluation
students share their questions
aloud. Discuss things that they
learned about bats that they did
not know before listening to the
story. Students can also discuss
how their prior knowledge
contributed to their
understanding of the book.
Some things that should be on
the list include bat predators, bat
eating habits, bat eyesight, bat
adaptations, how bats fly,
differences between bat flight
and bird flight, and bat habitats.
End FEEDBACK: Your impression! Self-assessment
5 min Sts write their impression of the whole unit and share
ideas with their classmates.
3 – new words you have taught at the lesson;
2 – adjectives to describe the lesson
1 – one activity you like
Home task: Write a paragraph of 80-100 words.
Saying goodbye

LESSON 15 School: Zhenis

Unit 2: Investigate and report on animal world: bats, eagles, bees and
dolphins
Date:07/10-24 Teacher name: S.A.Zhurkhabayeva
Grade: 11 A/V
Theme of the lesson: Negative structures

Learning objectives 11.1.6 - organize and present information clearly to others

11.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including
talk on a growing range of unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range
of general and curricular topics, including some unfamiliar topics
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar
general and curricular topics
Lesson objectives At the end of the lesson all learners will be able to:
identify animal body parts and describe animals by body structures using some topic related vocabulary.
identify animal body parts and describe animals by body structures using a good range of topic related vocabulary.
identify animal body parts and describe animals by body structures using a wide range of topic related vocabulary.

Previous lesson Unit Revision

Plan
Planned timings Planned activities Learners’ activities Evaluation Resources

.
Begining The lesson greeting. Verbal evaluation
5 min The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.

Lead-in.
Exercise 1 page 14. Ask students to discuss the questions in
pairs. Elicit students’ answers. Students to discuss the
questions in pairs
Middle Exercise 2 page 14. Students do the task Individual Presentation Video
30 min Focus on the photos and the words provided. Check avaluation and images
meaning and pronunciation and label the photos. Check Handouts with task
answers as a class.
Exercise 3 page 15. Students
Tell students they are going to listen to an interview with a listen to an interview with a Verbal evaluation
zoo keeper. Focus on the question and play the recording zoo keeper
once. Check answers as a class.
Exercise 4 page 15.
Play the recording again for students to complete the Students complete the
sentences. Check answers as a class. sentences
Exercise 5 page 15.
Students write their description, with the help of the Students write their
internet, if necessary. Circulate and monitor. description, with the help of
Exercise 6 page 15. the internet Mutual avaluation
Walk around and monitor as students describe animals in
pairs. Students describe animals

Project work on the presentation of the animals’ specific Students work on the data
features collection and posters
Tell students that they will study more deeply about bats. during the next two lessons.
Pair them up and show the topics. Students present their
Pass out numbers (one for each student) blindly to each posters to the class during
student and let them choose in order. There should be two the lesson 4.
students assigned to each topic.
Show the topics to students
What different kinds of bat exist?
How do bats navigate?
Why and how should we protect bats?
How is a bat different from a bird?
What diseases can bats suffer from and transmit?
How can vampire bats help us with stroke treatment?
End REFLECTION Self-assessment
5 min Ask students: What have you learned today? What
can you do now? and elicit answers: I can talk about
different parts of animals.
Home task: WB ex.1-3 p.14.
Saying goodbye….

LESSON 17 School: Zhenis

Unit 2: Investigate and report on animal world: bats, eagles, bees and
dolphins

Date:11/10-24 Teacher name: S.A.Zhurkhabayeva

Grade: 11A/V
Number present: Number absent:

Theme of the lesson: Beekeeping in Kazakhstan

Learning objectives 11.2.1 Understand the main points in unsupported extended talk on a wide range of general and curricular topics, including
talk on a growing range of unfamiliar topics
11.2.5 Recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and
curricular topics, including talk on a growing range of unfamiliar topics
11.3.2 Ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range
of general and curricular topics, including some unfamiliar topics
Lesson objectives Identify the main information
Identify speaker’s opinion
Answer questions with appropriate vocabulary and syntax
Previous lesson Introduction to the topic
Plan

Planned timings Planned activities Learners’ activities Evaluation Resources

.
Begining Warm up. Guess the Movie (Batman) Students guess
5 min Show students Slide 1 with the quote. Ask them to guess the
movie from the famous quote. Verbal evaluation
If they struggle to answer, give them the following clues:
The main character’s secret identity is Bruce Wayne.
The main character of the film is also referred to by such
epithets as the Caped Crusader, the Dark Knight, and
the World's Greatest Detective.
Middle Pre-listening. Vocabulary. Matching Students match the words Mutual avaluation Handouts with task
10 min Allow them to use a dictionary if necessary. with their definitions
SA LISTENING Individual Go to this link to
20 min Listen to the story. avaluation listen
Transcript :http://learnenglishtee
Task 1. In what order does the reviewer describe Charles ns.britishcouncil.org/
Foster’s experiences with these creatures? Arrange Students do the task skills/listening-skills-
creatures (a-с) in the order the reviewer describes Charles
Foster’s experiences with these creatures.

Task 2. Check your understanding. Circle the best answer

(A-C).
What kind of book is being discussed? Students circle the best
answer (A-C).
Charles Foster decided to try and live as different animals
because …

According to Foster, children are better than adults at living

like animals because …

Why was Foster questioned by a policeman in London?

Jon recommends the book Being a Beast because …

It’s funny.

SPEAKING
Task 2. Choose a card and provide your answer on topic.
Discuss the following pictures with your partner by answering
the questions Students answer the
questions

End REFLECTION Self-assessment

5 min At the end of the lesson, learners reflect on their learning:
What has been learned (+)
What remained unclear (?)
What is necessary to work on (…..)
Where possible the learners could evaluate their own work as
well as the work of their classmates using certain criteria
Home task:
Saying goodbye….

LESSON 17 School: Zhenis

Unit 2: Investigate and report on animal
world: bats, eagles, bees and dolphins
Date:11/10-24 Teacher name: S.A.Zhurkhabayeva
Grade: 11a/v Number present: Number absent:
Theme of the lesson: Introduction to the topic

Learning objectives 11.L2 - understand specific information in unsupported extended talk

on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics
 11.S7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics
11.W8 - communicate and respond to news and feelings in
correspondence through a variety of functions on a wide range of
general and curricular topics 11.UE12 - use a wide variety of
past modal forms to express appropriate functions; use a variety of
near modal structures including supposed to, bound
to, due, willing to on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
recognize main information how animals use their senses in special
ways while listening.
identify and use the sentences in passive voice with support.
Most learners will be able to:
identify specific information how animals use their senses in special
ways while listening.
identify and use the sentences in passive voice with some support.
Some learners will be able to:
interpret and evaluate the information how animals use their senses in
special ways while listening.
identify and use the sentences in passive voice with no support.
Previous lesson Introduction to the topic
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining The lesson greeting.
5 min The teacher sets the lesson
objectives, letting students Verbal
know what to anticipate from evaluation
the lesson.

Lead-in.
Exercise 7 page 15. Students do the
Check meaning and task
pronunciation of the verbs.
Middle Exercise 8 page 15. Students write a Individual Presentation
30 min Tell students they will hear a description using avaluation Video and
scientist’s talk about animal verbs form ex.7. images
senses. They must write a Handouts
description using verbs form with task
ex.7. Look at the example
together. Play the recording.
Check answers as a class.

Exercise 9 page 15. Students match Mutual

Play the recording for students the animals and avaluation
to match the animals and their their senses.
 senses. Check answers as a
class.

Exercise 10 page 15. Students complete Verbal

Students complete the the sentences evaluation
sentences. Check answers as a
class.
Students do the
Exercise 11 page 15. research with the
Students do the research with help of the
the help of the internet. Then, internet
ask a few students to tell the
class what they found out.

End REFLECTION Self-

5 min Ask students: What have you assessment
learned today? What can you
do now? and elicit answers: I
can talk about different animals
and their senses.
Home task: WB ex.4-6 p.14.
Saying goodbye…

LESSON 18 School: Zhenis

Unit 2: Investigate and report on animal world: bats, eagles, bees and
dolphins

Date:14.10.24 Teacher name: S.A.Zhurkhabayeva

Grade: 11A/V
Number present: Number absent:

Theme of the lesson: Articles and quantities

Learning objectives 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings 11.S4 - evaluate and comment on the views of
others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar
topics
11.6.6 - use a growing variety of impersonal and cleft structures on a wide range of general and curricular topics
 11.6.11 - use a wide variety of pre-verbal, post-verbal and end-position adverbs/adverbial phrases on a wide range of
general and curricular topics
Lesson objectives All learners will be able to:
apply negative structures in the context with support.
apply negative structures in the context with some support.
apply negative structures in the context with no support.
Previous lesson Introduction to the topic
Plan

Planned timings Planned activities Learners’ activities Evaluation Resources

.
Begining The lesson greeting. Greeting
5 min The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson. Verbal evaluation
Lead-in.
Tell the students: Do you have any idea what the most
popular pet is in Kazakhstan? See if theperson next to
you agrees. Then try to decide what
the top three pets in KZ might be. Given students 1- 2
minutes, then elicit ideas from the class.

Students do the task

Middle Exercise 1 page 16. Students read the text quickly Verbal evaluation Presentation Video
30 min Ask students to read the text quickly and decide on the and decide on the best piece of and images
best piece of advice and one they disagree with. Elicit advice and one they disagree Handouts with task
some opinions and reasons. with
Exercise 2 page 16. Students find the negative
Go through the Learn this! box together. Ask students adverbials in the text Individual
to find the negative adverbials in the text in exercise 1. avaluation
Exercise 3 page 16.
Ask students to complete the sentences. Weaker
students can do the exercise in three steps. First, they Students complete the
should decide on the tense. Then they should write the sentences.
subject and full form of the verb. Finally, they should Mutual avaluation
change the subject-verb word order. Check answers as a
class.
Exercise 4 page 16.
Go through the Learn this! box together and ask
students to find examples in the text. Check answers as
a class.
Exercise 5 page 16.
Students write the words in the correct order. Check Students to find examples in the
answers as a class. text Individual
Exercise 6 page 16. avaluation
Students rewrite the sentences. Remind them to make
the necessary changes: invert subject and verb, add a Students write the words in the
question mark, add not, etc. Check answers as a class. correct order
Exercise 7 page 16. Verbal evaluation
In pairs, students complete the sentences so they are Students rewrite the sentences
true for them. In groups of four, students compare their
sentences. Monitor and help where necessary.

Students complete the sentences

so they are true for them.

Mutual avaluation

End REFLECTION Self-assessment

5 min Ask students: What have you learned today? What can
you do now? and elicit answers: I can use negative
structures.
Home task: WB p.15.
Saying goodbye….

LESSON 19 School: Zhenis

Unit 2: Investigate and report on animal world: bats, eagles, bees and
dolphins

Date:11a-15.10.24 11v-17.10.24 Teacher name: S.A.Zhurkhabayeva

Grade: 11
Number present: Number absent:
Theme of the lesson: Phrasal verbs

Learning objectives 11.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
11.2.2 - understand specific information in unsupported extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics
11.2.4 - implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a
growing range of unfamiliar topics
11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics,
including talk on a growing range of unfamiliar topics
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range
of general and curricular topics, including some unfamiliar topics
Lesson objectives All learners will be able to:
recognize main information about beekeeping while listening.
identify specific information and details about beekeeping while listening.
interpret and evaluate the information about beekeeping while listening.
Previous lesson Introduction to the topic
Plan

Planned timings Planned activities Learners’ activities Evaluation Resources

.
Begining The lesson greeting.
5 min The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson. Verbal evaluation
Lead-in.
Exercise 1 page 17.
Ask students to discuss the questions in pairs. Elicit students’ Students to discuss the
answers. questions
Middle Exercise 2 page 17. Students to listen to the Individual Presentation Video
30 min Ask students to listen to the text to see if it mentions any of text to see if it mentions avaluation and images
their ideas. any of their ideas Handouts with task

Students can write what

they hear
Exercise 3 page 17. Mutual avaluation
Go through the Listening Strategy together and tell students
they will hear a few sentences. Play the recording. Pause after
each sentence so students can write what they hear. Check
answers as a class.
Exercise 4 page 17. Students copy the fast
Go through the Learn this! box together. Then play the speech
recording again. Pause after each sentence for students to Verbal evaluation
copy the fast speech.
Exercise 5 page 17.
Ask students to match the sentences with the points in the Students match the
Learn this! box. Check answers as a class. sentences with the points
Exercise 6 page 17.
Ask students to read the sentences and decide where the Students do the task
change of sound will be and what it will sound like.
Exercise 8 page 17.
Allow students time to read the sentences. Play the recording
for students to choose the correct answers. Students choose the
Exercise 9 page 17. correct answers.
Ask students to read the sentences and decide where the
change of sound will be and what it will sound like. Play the Students read the
recording, pausing after each sentence for students to check sentences and decide
their answers and repeat them. where the change of
Exercise 10 page 17. sound will be and what it
In pairs, students discuss the quotation. Encourage will sound like.
them to use vocabulary and grammar from the unit so far.
Monitor and help as necessary. Students discuss the
quotation

LESSON 20 School: Zhenis

Unit 2: Investigate and report on animal world: bats,
eagles, bees and dolphins

Date:18.10.24 Teacher name: S.A.Zhurkhabayeva

Grade: 11a/v
Number present: Number absent:
Theme of the lesson: Endangeded animals in Kazakhstan.SAU2

Learning objectives 11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
11.4.1 - understand complex and abstract main points in extended texts on a wide range of familiar
 and unfamiliar general and curricular topics
11.6.2 - use a variety of determiners relating to nouns for generic uses, some appositional uses and
textual reference on a wide range of general and curricular topics
Lesson objectives All learners will be able to:
identify articles and quantifiers and use them in a sentence accurately with support.
identify articles and quantifiers and use them in a sentence accurately with some support.
identify articles and quantifiers and use them in a sentence accurately with no support.
Previous lesson Analyzing the specific features of animals
Plan

Planned Planned activities Learners’ activities Evaluation Resources

timings
Begining The lesson greeting. Greeting
5 min The teacher sets the lesson objectives, letting
students know what to anticipate from the Verbal
lesson. evaluation

Lead-in.
Brainstorm words for types of film, e.g. action,
adventure, comedy, drama, horror, romance,
rom- com, science fiction, thriller.

Middle Exercise 1 page 18. Students read the text Individual Presentation
30 min Focus attention on the photo and the title. Ask and check their ideas avaluation Video and
students to read the text and check their ideas. images
Handouts with
task

Exercise 2 page 18. Students complete the

Ask students to complete the rules in the Learn rules Mutual
this! box. Check answers as a class. Then ask avaluation
students to find examples for each rule in the
text.

Exercise 3 page 18.

Students choose the correct options. They can Students choose the
refer to the Learn this! box if necessary. Check correct options
answers as a class. Verbal
evaluation
Exercise 4 page 18.
Go through the Learn this! box together. Then Students choose the
ask students to choose the correct options to correct options to
complete the text. Check answers as a class. complete the text

End REFLECTION Self-assessment

5 min Ask students: What have you learned today?
What can you do now? and elicit answers: I can
use
articles and quantifiers.
Home task: WB p.17.
Saying goodbye….

LESSON 21 School: Zhenis

Unit 2: Investigate and report on animal
world: bats, eagles, bees and dolphins
Date:22.10.24-11 A Teacher name: S.A.Zhurkhabayeva
Grade: 11V-24.10.24 Number present: Number absent:
Theme of the lesson: Endangered animals in Kazakhstan.Photo description and
comparison/Unit Revision
Learning objectives 11.2.7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics
11.4.5 - deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.1.5 - use a range of transitive and intransitive verb
complementation patterns on a wide range of general and curricular
topics

Lesson objectives All learners will be able to:

use phrasal verbs correctly with support.
use phrasal verbs correctly with minimal support.
use phrasal verbs correctly without support.

Previous lesson Analyzing the specific features of animals

Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETING
5 min The lesson greeting.
The teacher sets the lesson Verbal
objectives, letting students know evaluation
what to anticipate from the lesson.

Lead-in.
Write look and get on the board
and elicit two phrasal verbs for
each verb.

Middle Exercise 1 page 19.Go through Students find Individual Presentation

30 min definitions a–f together. Then ask the other avaluation Video and
students to read the dialogue and phrasal verbs in images
find the correct phrasal verbs. the dialogue Handouts
Check answers as a class. Then with task
ask students to find the other
phrasal verbs in the dialogue.

Exercise 2 page 19. Students Mutual

Go through the Learn this! box identify the avaluation
together. Students identify the transitive and
transitive and intransitive phrasal intransitive
verbs in exercise 1. Check phrasal verbs
answers as a class.
 Exercise 3 page 19.
Ask students to read the Verbal
dictionary entries and answer the Students to read evaluation
questions. Check answers as a the dictionary
class. entries and
answer the
questions
Extra activity: Fast finishers Individual
Ask fast finishers to write Students write avaluation
sentences that are true for them sentences that
using the phrasal verbs in the are true for
dictionary entries. them

Exercise 4 page 19.

Students can work in pairs to do
the exercise. Check answers as a Students do the
class or ask students to check in a task
dictionary.

Exercise 5 page 19.

Students complete the sentences.
Check answers as a class. Students
complete the
sentences

End REFLECTION Self-

5 min Ask students: What have you assessment
learned today? What can you do
now? and elicit answers: I can use
phrasal verbs. I understand
dictionary entries for phrasal
verbs.
Home task: WB p.18.
Saying goodbye….
LESSON 22 School:
Unit 2: Investigate and report on animal
world: bats, eagles, bees and dolphins
Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Analyzing the specific features of animals

Learning objectives 11.S2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general and
curricular topics, including some unfamiliar topics
11.R2 - understand specific information and detail in extended texts on
a wide range of familiar and unfamiliar general and curricular topics
11.R5 - deduce meaning from context in extended texts on a wide
range of familiar and unfamiliar general and curricular topics
11.R7 - recognize patterns of development in lengthy texts [inter-
paragraph level] on a range of more complex and abstract general and
curricular topics
Lesson objectives All learners will be able to:
work out the meaning of words by using semantic and syntactic clues.
distinguish the difference between animals that endangered and those
that are extinct.
identify some endangered species living in Kazakhstan.
Most learners will be able to:
explore some of the reasons why some species are endangered.
Some learners will be able to:
offer some solutions for possible preservation and conservation.
Previous lesson Analyzing the specific features of animals
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining The lesson greeting.
5 min The teacher sets the lesson
objectives, letting students know Verbal
what to anticipate from the lesson. evaluation

Lead-in.
Exercise 1 page 20.
Focus attention on the photos.
Elicit a few ideas about the
connection between the animals.

Middle Exercise 2 page 20. Students Individual Presentation

30 min Students match the texts with the match the avaluation Video and
correct titles. Check answers as a texts with the images
class. correct titles Handouts
with task
 Exercise 3 page 21. Students read Mutual
Go through the reading box the questions avaluation
together. Ask students to read the before they
questions before they read the texts read the texts
and do the matching task. Check and do the
answers as a class. matching task

Exercise 4 page 21. Students work Verbal

Students work in pairs to discuss in pairs to evaluation
the questions. Ask some students discuss the
for their ideas. questions
Students
complete the
notes in Task
writing the
right option in
multiple-
choice
Listening questions for
Students watch video “Which each answer.
animal have night vision”
1. What does the speaker say Students
about animals’ ability to see answer the
at night? questions
2. According to the speaker …
3. Proportionally big eyes help
….. search for food when
it is dark.
4. What does the author say
about the size of their eyes?
5. One of the feature of the w-
shaped pupils of the
cuttlefish is…
6. The author determines that
vertical pupils of predators…

End REFLECTION Self-

5 min Ask students: What have you assessment
learned today? What can you do
now? and elicit answers: I can
understand an article about
Kazakhstan’s endangered animals.
Home task: WB p.19.
Saying goodbye….
LESSON 23 School:
Unit 2: Investigate and report on animal
world: bats, eagles, bees and dolphins
Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Presentation of the animals’ specific features

Learning objectives 11.S2 - ask and respond with appropriate syntax and vocabulary to
open-ended higher-order thinking questions on a range of general and
curricular topics, including some unfamiliar topics
11.S7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics
11.R8 - select and evaluate paper and digital reference resources to
check meaning and extend understanding
Lesson objectives All learners will be able to:
apply topic related vocabulary with support.
discuss topic questions in simple sentences.
Most learners will be able to:
apply topic related vocabulary with some support.
discuss topic questions in extended sentences.
Some learners will be able to:
apply topic related vocabulary with no support.
discuss topic questions in complex sentences.
Previous lesson Analyzing the specific features of animals
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining The lesson greeting.
5 min The teacher sets the lesson
objectives, letting students know Verbal
what to anticipate from the lesson. evaluation

Lead-in.
Exercise 5 page 21. Students
Students match the highlighted match the
words in the text with the correct highlighted
definitions. Check answers as a words in the
class. text with the
correct
definitions
Middle Exercise 6 page 21. Students Individual Presentation
30 min Students match the words to make match the avaluation Video and
collocations. They then check their words to make images
answers with the text. Check collocations Handouts
answers as a class. with task
 Exercise 7 page 21. Students Mutual
Students complete the collocations. complete the avaluation
Check answers as a class. collocations

Exercise 8 page 21. Students ask Verbal

In pairs, students ask and answer and answer the evaluation
the questions. Monitor and check questions.
pronunciation and grammar.

Speaking
In small groups of three, students Students
discuss and answer the questions: discuss and
1. Why can some animals answer the
navigate by night? questions
2. How do vision capabilities
affect their behavior in the
dark?
3. Why are the owls experts at
maneuvering through the
trees at night?
4. In what ways do the
researching of animals’
ability to see at night help
people?

Differentiation by support:
Stronger students support others
by discussing possible answers of
each task.

Extra activity
Ask students to work in pairs to
discuss what their friendships were
like when they were younger and
what they’re like now. Do they
look for different qualities in a best
friend now than when they were
younger?

End REFLECTION Self-

5 min Ask students: What have you assessment
learned today? What can you do
now? and elicit answers: I can talk
about Kazakhstan’s endangered
animals.
Home task: Project.
Saying goodbye….
LESSON 24 School:
Unit 2: Investigate and report on animal
world: bats, eagles, bees and dolphins
Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Presentation of the animals’ specific features

Learning objectives 11.L5 - recognize the attitude or opinion of the speaker(s) in

unsupported extended talk on a wide range of general and curricular
topics, including talk on a growing range of unfamiliar topics
11.S5 - interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics
11.S7 - use appropriate subject-specific vocabulary and syntax to talk
about a range of familiar and some unfamiliar general and curricular
topics
11.UE12 - use a wide variety of past modal forms to express
appropriate
functions; use a variety of near modal structures including supposed
to, bound to, due, willing to on a wide range of general and curricular
topics
Lesson objectives All learners will be able to:
demonstrate skills in describing pictures with support.
Most learners will be able to:
demonstrate skills in describing pictures with minimal support.
Some learners will be able to:
demonstrate skills in describing pictures with no support.
Previous lesson Presentation of the animals’ specific features
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining The lesson greeting.
5 min The teacher sets the lesson
objectives, letting students know Verbal
what to anticipate from the lesson. evaluation
Lead-in.
Write happy, sad, bored and
interested on four small pieces of
paper. Hand them out and ask each
student to take turns to convey
their emotion without speaking.
 Each time, ask the class: How do
you think … is feeling? Why?
Middle Exercise 1 page 22. Students share Verbal Presentation
30 min Give students a minute to their ideas evaluation Video and
brainstorm reasons for friends with the class. images
falling out. Ask a few students to Handouts
share their ideas with the class. with task
Exercise 2 page 22.
Go through the Speaking Strategy Students
together and then ask students to complete the
complete the phrases. Check phrases
answers as a class.
Exercise 3 page 22.
Students work in pairs. One student Students
speculates about photo A and the follow the
other speculates about photo instructions
B. They take turns to describe their
pictures. Remind them to use
phrases from exercise 2 in their
answers. Ask a few students to
share their ideas with the class.
Exercise 4 page 22.
Go through the instructions and the Individual
Learn this! box together. Students Students look avaluation
look again at their photos from again at their
exercise 3 and say two more photos from
sentences with must, might and exercise 3
can’t have. Circulate and monitor,
helping where necessary. Ask a
few students to share their ideas
with the class.
Exercise 5 page 22. Audio 1.17. Students do
Go through the task together and the task
questions 1–3. Make sure students
understand that they are going to
listen to a student completing the
task and they have to answer
questions about what he says. Play
the recording for students to
answer the questions. With a
weaker class, you could play the
recording again. Check answers as
a class. Mutual
Exercise 6 page 22. Audio 1.17. Students avaluation
Play the recording again for complete the
students to complete the phrases. phrases
Check answers as a class.
End REFLECTION Self-
 5 min Ask students: What have you assessment
learned today? What can you do
now? and elicit answers: I can
describe how people are feeling. I
can speculate about photos.
Home task: WB p.20.
Saying goodbye….

LESSON 25 School:
Unit 2: Investigate and report on animal
world: bats, eagles, bees and dolphins
Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Presentation of the animals’ specific features

Learning objectives 11.R7 - recognize patterns of development in lengthy texts [inter-

paragraph level] on a range of more complex and abstract general and
curricular topics 11.W1 - plan, write, edit and proofread work at text
level independently on a wide range of general and curricular topics
11.W5 - develop with minimal support coherent arguments supported
when necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics
11.W6 - write coherently at text level using a variety of connectors on
a wide range of familiar general and curricular topics
11.UE7 - use a wide variety of simple perfect active and passive forms
and a variety of perfect continuous forms on a wide range of general
and curricular topics
Lesson objectives All learners will be able to:
study samples to identify the parts and techniques used in opinion
writing.
produce an organized essay that states an opinion and provides at least
1 logical support.
Most learners will be able to:
produce an organized essay that states an opinion and provides at least
2 logical supports
Some learners will be able to:
produce an organized essay that states an opinion and provides 3 or
more logical supports.
Previous lesson Presentation of the animals’ specific features
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining The lesson greeting.
5 min Lead-in.
Write Opposites attract on the Verbal
 board. Then ask: Is this true for evaluation
you and your friends? Elicit some
answers and ask for reasons.
Middle Exercise 1 page 23. Students Mutual Presentation
30 min In pairs, students describe the describe the avaluation Video and
photo and then answer the photo and then images
questions. Elicit a few answers to answer the Handouts
question 2, e.g. loyalty, kindness, questions with task
honesty, respect, a sense of
humour. Students read Individual
Exercise 2 page 23. the essay to avaluation
Go through the task together. Then find the
students read the essay to find the writer’s
writer’s opinion (paragraphs 1, 2 opinion
and 4) and details of a friendship
(paragraph 3). Students find Verbal
Exercise 3 page 23. two examples evaluation
Go through the Learn this! box in the letter
together and ask students to find
two examples in the letter.
Exercise 4 page 23. Students find Individual
Go through the instructions and the examples of avaluation
Learn this! box together. Students each structure
find examples of each structure in in the essay.
the essay. Check answers as a
class. Students Mutual
Exercise 5 page 23. rewrite the avaluation
Go through the instructions remaining
together. Do the first question questions
together as an example. Working
individually or in pairs, students
rewrite the remaining questions.
Circulate and monitor, helping
where necessary. Check answers as Students Verbal
a class. follow the evaluation
Extra activity instructions
Write these sentences on the board:
People often say that you can’t be
friends for life. I disagree, but I’m
not an expert. Dana is a good
friend, but I don’t see her often.
Sharing interests is important. Ask
students to rewrite these sentences
using the features in the Learn this!
box. Answers: It is said that you
can’t be friends for life. I disagree.
Not that I’m an expert. Dana is a
good friend although I don’t see
 her often. It’s sharing interests that
is important.
End REFLECTION Self-
5 min Ask students: What have you assessment
learned today? What can you do
now? and elicit answers: I can
write an opinion essay on the topic
of friendship. I can use ‘do / did’
for emphasis. I can use certain
structures
and features in an opinion essay.
Home task: WB p.21.
Saying goodbye….

LESSON 26 School:
Unit 2: Investigate and report on animal
world: bats, eagles, bees and dolphins
Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Presentation of the animals’ specific features

Learning objectives 11.C10 use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world,
11.S5 interact with peers to make hypotheses and evaluate alternative
proposals on a range of familiar and some unfamiliar general and
curricular topics
Lesson objectives All learners will be able to:
Start working on an assigned topic by interacting with groupmates and
make a ppt/poster
Most learners will be able to:
Start working on an assigned topic by interacting with groupmates and
make a ppt/poster
Some students will be able to:
Start working on an assigned topic by interacting with groupmates and
make a ppt/poster
Previous lesson Presentation of the animals’ specific features
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining Warm up
5 min Tell students to remind the topic
that you discussed last lesson. They Verbal
are supposed to collect some evaluation
information at home and come with
their facts, statistics ready.
Introduce students with lesson
 objectives and split them into 3
groups
Middle Exercise 6 page 23. Students come Presentation
30 min Go through the task together. up with ideas Video and
Allow students time to come up and make images
with ideas and make notes. notes Handouts
with task
Exercise 7 page 23.
Before students start writing, Individual
remind them to try to include all Students write avaluation
the features covered in the lesson. their essay.
Students write their essay. Monitor
and help with grammar and
vocabulary where necessary.
Making PPT/Poster on the Mutual
presentation of the animals’ Students avaluation
specific features answer the
At the previous lesson students had questions
to study around the questions
below and complete the research
paper.
What different kinds of bat exist?
How do bats navigate?
Why and how should we protect
bats?
How is a bat different from a bird?
What diseases can bats suffer from
and transmit?
How can vampire bats help us with
stroke treatment?

During the lesson students have to

make PPT/Poster by using the
collected information. They will
present posters to the class on the
next lesson.
Verbal
Hand out experiment worksheets Students read evaluation
reading: animal camouflage. Ss the different
read the different camouflage of camouflage of
animals after that they do task animals after
concerning reading article. that they do
Ss will be doing Presentation of task
the animals’ specific features. Each concerning
student will research one animal reading article.
species and learn about the
animals’ features. Ss can decide
on how they want to present their
 animal feature to the class.
Examples: poster, brochure.
Students will be put into groups by
drawing an animal and figuring out
what camouflage it has.

End REFLECTION Self-

5 min At the end of the lesson, learners assessment
reflect on their learning:
What has been learned (+)
What remained unclear (?)
What is necessary to work on (…..)
Home task:
Saying goodbye….

LESSON 27 School:
Unit 2: Investigate and report on animal
world: bats, eagles, bees and dolphins
Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Summative control work for the 1st term

Learning objectives 11.2.5 Recognize the attitude or opinion of the speaker(s) in

unsupported
extended talk on a wide range of general and curricular topics,
including
talk on a growing range of unfamiliar topics
11.4.1 Understand complex and abstract main points in extended texts
on a wide range of familiar and unfamiliar general and curricular
topics
11.5.4 Use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics
11.3.3 Explain and justify own and others’ point of view on a range of
general and curricular topics, including some unfamiliar topics
Lesson objectives listen to the recording twice and complete the notes below
read a text on the topic “Making connections in biology” trying to
understand specific information and choose the correct answer.
write an essay according to the given statement, connecting them into
paragraphs and providing some examples and reasons to support idea.
choose a card and answer the questions on the given topic expressing
their opinion, using stories from the previous learning and applying a
variety of grammar accurately and topical vocabulary.
Previous lesson Presentation of the animals’ specific features
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS
2 min The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.

SA LISTENING Students Individual

35 min Task 1. Complete the notes below. listen to the avaluation
Write NO MORE THAN THREE recording
WORDS AND/OR A NUMBER for twice and
each answer. do the tasks.

READING Students
Task 2. Read the text and choose the read the text
correct answer: A, B, C or D. and choose
Choose the correct answer: A, B, C or the correct
D. answer: A,
1. According to the text, how are trophic B, C or D.
levels organized?
2. How are decomposers involved in the
food chain?
3. How do tertiary consumers primarily
get their energy?
4. How are omnivores different from
herbivores?
5. What happens in the FIRST trophic
level?
6. Why do food chains need
decomposers?

WRITING Students
Task 3. Choose ONE of the topics and choose
write an essay using this statement: ONE of the
A growing number of people feel that topics and
animals should not be exploited by write an
people and that they should have the essay using
same rights as humans, while others this
argue that humans must employ animals statement
to satisfy their various needs, including
uses for food and research.
In this type of essay, you must look at
both sides. In other words you need to
discuss the arguments FOR animal
rights and AGAINST. You must also
ensure you give YOUR opinion.
Topic 1.
 ANIMALS SHOULD NOT BE
EXPLOITED BY PEOPLE AND
THEY SHOULD HAVE THE SAME
RIGHTS AS HUMANS.
Topic 2.
HUMANS MUST EMPLOY
ANIMALS TO SATISFY THEIR
VARIOUS NEEDS, INCLUDING
USES FOR FOOD AND RESEARCH.

SPEAKING
Task 4. Choose a card and provide Students
your answer on topic. You will have 1 answer the
minute to prepare your talk. You should questions
speak at least 2 minutes.
End Self-reflection.
3 min Most ……. thing Self-
Hometask: revise the words from the assessment
units
Saying goodbye

LESSON 28 School:
Unit 2: Investigate and report on animal
world: bats, eagles, bees and dolphins
Date: Teacher name:
Grade: 11 Number present: Number absent:
Theme of the lesson: Unit Revision

Learning objectives 11.1.6 organize and present information clearly to others

11.4.3 skim extended texts with speed to identify content meriting
closer reading on a range of familiar and unfamiliar general and
curricular topics
11.5.1 plan, write, edit and proofread work at text level independently
on a wide range of general and curricular topics
11.5.4 use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics

Lesson objectives All learners will be able to:

Understand the structure of an article
Most learners will be able to:
Write a plan
Some learners will be able to:
Support the arguments with evidence
Previous lesson Summative control work for the 1st term
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining Greeting.
5 min T introduces the topic and lesson
objectives with the help of PPT, Verbal
focusing on a key skill- writing. evaluation

Middle Reading the articles: Students read Individual Presentation

30 min SS are given short articles on a the model avaluation Video and
biological topic (Bees). articles and images
(Optional: divide the class into identify its Handouts
groups with different articles) structure with task

SS work individually, they read

the model articles and identify its
structure.
SS are encouraged to apply
reading strategies from previous
lessons and highlight key words,
key ideas, topic sentences (if there
are any) in their articles.

T monitors. Support less able

students when necessary.

Whole class feedback.

SS discuss their answers before Students Mutual
the whole class feedback. discuss answers avaluation
AS a class, SS discuss important
things they have highlighted.

Presentation
In the previous lesson Ss were Students follow Verbal
assigned to conduct a small-scale the instructions evaluation
research on bats. The possible
ways to present information were
agreed in the previous lesson as
well, they are a leaflet, a poster or
a Power Point Presentation. So,
this lesson their task is to present
their findings in front of the class.
Students work in pairs and present
their projects in front of the class.

Differentiation
More motivated Ss are
encouraged to present first so that
 less motivated ones could see a
model.

Peer assessment Students listen

Students listen to their classmates to their
and assess the projects following classmates and
the peer assessment rubrics. assess the
They may either give feedback to projects
each other right after each following the
presentation or after all peer assessment
presentations. rubrics

Feedback
Having listened to all
presentations T gives general
feedback and then short feedback
for each presentation. (FA)
End Reflection: Self-
5 min T asks Ss to reflect on their own assessment
learning: Name three thigs you’ve
learnt today.
Home task: to revise vocabulary
Saying goodbye….