11 сыныптарға арналған сабақ жоспарлар Поурочные планы для 10 класса (общественно-гуманитарного цикла) Lesson Plans for the 11th grade (Humanities) 2020-2021 оқу жылы/учебный год/academic year Laser Humanities for Kazakhstan Grade 11 Macmillan Education

11 сыныптарға арналған сабақ жоспарлар
Поурочные планы для 10 класса (общественно-гуманитарного цикла)
Lesson Plans for the 11th grade (Humanities)
2020-2021 оқу жылы/учебный год/academic year
Laser Humanities for Kazakhstan Grade 11
Macmillan Education

Module 1. Introductory lesson. New Academic Year Resolutions. Lesson 1.
Unit of a long-term plan:
Making contact School:________________________________________

Date: Teacher name:
Class: Number present: absent:
Lesson title Introductory lesson. New Academic Year Resolutions. Lesson 1.
Learning objective(as) 11.1.1 — use speaking and listening skills to solve problems creatively and cooperatively in groups;
11.1.5 — use feedback to set personal learning objectives
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
11.6.8 — use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics
Level of thinking skills Understanding, Knowledge, Application
Lesson objectives All learners will be able to:
— read the text and discuss the main arguments
Most learners will be able to:
— learn words and phrases related to the theme of making resolutions
Some learners will be able to:
— talk about their new academic year resolutions
Assessment criteria — use the relevant vocabulary related making resolutions
— justify opinion
Values links Respecting each other and using feedback to set personal learning objectives
Cross-curricular
Previous learning Talking about personal learning objectives and plans
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start
10 min Greetings, organisational moment, and warmer.
Teacher introduces the textbook, learning objectives, and assessment criteria.

Brainstorm what a resolution is. Encourage students to share their ideas.
Student’s Book
Laser Grade 11 Unit 1 page 7
Middle
25 min Ask students to read the text about new academic year resolutions.

Encourage students to brainstorm what do they want to achieve and learn in the new academic year.

Give students time to write a list of specific resolutions. If students are willing, encourage them to discuss their ideas in pairs or in groups. Student’s Book
Laser Grade 11 Unit 1 page 7
End
5 minutes Homework: Assign students to make a mind map of their new academic year resolutions page 7 in their Student’s Book.
(The mind map could be done for homework and the results displayed next lesson for the other STs to read). Student’s Book
Laser Grade 11 Unit 1 page 7
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?
Ask fast finishers to start working on the mind map.
Assessment – how are you planning to check students’ learning?

Reflection
Were the lesson objectives/learning objectives realistic?
Did all the learners achieve lesson objectives/learning objectives? If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why? Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?
Summary evaluation
What two things went really well? Consider both teaching and learning.
1.
2.
What two things would have improved the lesson? Consider both teaching and learning.
1.
2.
What have I learned from this lesson about the class or an individual student that will inform my next lesson?

Module 1. Making contact. Reading 1. Lesson 2
Unit of a long-term plan:
Making contact School:________________________________________

Date: Teacher name:
Class: Number present: absent:
Lesson title Describing countries and cities
Reading 1 Travelling
Learning objective(as) 11.1.5 — use feedback to set personal learning objectives
11.4.3 — 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;
11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
Level of thinking skills Understanding, Knowledge, Application
Lesson objectives All learners will be able to:
— read the text and decide which of the statements are true or false
Most learners will be able to:
— read the text and analyse the text structure and the author’s intentions; answer the multiple-choice questions on a passage
Some learners will be able to:
— discuss advantages and disadvantages of different holidays
Assessment criteria — Present their viewpoint using relevant vocabulary related to travelling
— Justify their answers using their background knowledge
Values links Develop intercultural awareness
Cross-curricular History, geography, culture
Previous learning Travelling
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start
10 min Greeting and organisational moments.
Teacher introduces a new theme, learning objectives, and assessment criteria.

Wordpower!
Ask students to tell you how the words are connected to holidays.
Starting point
• Ask students where they went on holiday during the last summer. Ask which holiday in the list suits each of the pictures and why. Ask them to put the list of holidays in order of preference in pairs.
• When they are ready, ask the whole class to give you an order of preference and write it up on the board, the most popular at the top. If they disagree, ask them to support their arguments.
Laser Grade 11 Humanities SB
Unit 1

Reading 1 Travelling
Laser Grade 11 Unit 1 pages 8-9

Dealing with culture shock
Laser Grade 11 Unit 1 page 20

Middle
25 min 1
• Ask students to look at the title and elicit what they think might be about.
• Ask them to look at the text without reading it in detail and decide which type of holiday from the list best describes the holiday the writer went on.
Answer: an activity holiday.
• On a quick reading some students may choose family holiday or camping holiday, but the text mentions only father and daughter, and staying in cabins.
2
• Give students a few minutes to read the questions in exercise 3, and then ask them to read the two statements.
• Elicit whether the statements are probably true or false by encouraging them to speculate about what the text might be about.
• Answer: 1 is probably true because the questions mention the staff, the spa and the swimming pool.

EXAM EXPERT
• Have a class discussion about which is the correct option. Encourage students to give reasons for their choice.
• It’s always a good idea to underline the part of the text that provides the answer, and to write the number of the question next to this. This makes checking answers at the end — which exam candidates should always do — quicker and easier.
• Students should always give themselves enough time to go over their answers at the end of the test, although it should not be necessary to do the whole section again.
• Underlining the relevant part of the text and highlighting key phrases in the stem or options helps students to locate reference points again at the end of the test, although excessive heavy underlining should be avoided.
• It is better to mark the relevant point in the margin.
• Marking points is also useful when students are asked to prove their answers when doing reading exercises in class.
Answer: b is the right answer.

3 exam practice
Give students 10 minutes to do this and ask them to compare answers then they’ve finished. It is important that students should know why an answer is correct and why the others are wrong.
When you discuss the answers in class you can train them in this by asking students to support their answers with evidence from the text. If there is no evidence in the text, then the answer is not correct.
Answers: 1C 2A 3D 4C 5A 6B

Work it out!
This helps students to guess meaning from context. See information below for full details.

Work it out!
• This activity helps:
a) to increase students’ awareness of how different contexts affect the meaning a word has.
b) give students practice in guessing meaning from context.
• Students should first find the word/phrase in the text and then try to guess the meaning. Accept any suitable answer and write the students’ suggestions on the board. Make sure you point out to students that the meaning of a word can change either slightly or completely depending on the context in which it appears.
• If necessary, give some pronunciation practice on new words.

Answers:
checked (paragraph 1) — with a pattern made up of squares
ultimate (paragraph 2) — best; perfect
saddle (paragraph 2) — what you sit on to ride a horse or pony
itching to (paragraph 4) — keen to; dying to; wanting very much to
cracking (paragraph 6) — making the noise of burning wood
isolation (paragraph 7) — alone; far from people
swears (paragraph 8) — promises; vows
apprentice (paragraph 8) — someone learning a job

4
If students seem to be having difficulty with this, write up the first letter of each word. Remind them that they can check their answers by putting the meaning into the text instead of the word, and reading it out.
Answers:
1 trail; 2 steam; 3 tracked 4 valleys 5 cabins 6 secluded 7 porch 8 sheer Reading 1 Travelling
Laser Grade 11 Unit 1 pages 8-9

End
5 minutes Have your say!
These are useful conversation topics. Ask students to discuss them in groups of three or four and then throw the discussion open to the class!

Homework: Assign students WB Unit 1 pages 8-9 and SB Project Culture shock page 20
Reading 1 Travelling
Laser Grade 11 Unit 1 pages 8-9

Dealing with culture shock
Laser Grade 11 Unit 1 page 20

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Fast finishers

Fast finishers can start reading the text about dealing with culture shock in SB Unit 1 page 20 and start working on the project.
Assessment – how are you planning to check students’ learning?
Oral feedback
Positive reinforcement
Peer review
Reflection
Were the lesson objectives/learning objectives realistic?
Did all the learners achieve lesson objectives/learning objectives? If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why? Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?
Summary evaluation
What two things went really well? Consider both teaching and learning.
1.
2.
What two things would have improved the lesson? Consider both teaching and learning.
1.
2.
What have I learned from this lesson about the class or an individual student that will inform my next lesson?

Module 1. Grammar 1: The future: Future perfect simple and continuous. Lesson 3
Unit of a long-term plan:
Making contact School: ___________________________________________________
Date: Teacher name:
Class: Number present: absent:
Lesson title Grammar 1: The future; Future perfect simple and continuous
Learning objective(as) 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
11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
11.6.8 — use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics
Level of thinking skills Understanding, Knowledge, Application
Lesson objectives All learners will be able to:
— name different forms of the future
Most learners will be able to:
— find the right verb, put it into the correct sense
Some learners will be able to:
— discuss the different forms of the future and point out slight differences in register and meaning
Assessment criteria — use different forms of the future
— put verbs in the correct sense
Values links — Respecting each other
Cross-curricular Technology
Previous learning The future
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start
10 min Greeting, organisational moments, and warmer.
Warmer
Teacher introduces a new theme, learning objectives, and assessment criteria.
Checking homework.

The future
• This section covers all the different forms of the future, but differences in meaning are slight and several forms are often appropriate in the same sentence. It is not worth spending too much time explaining the differences. Use the explanations below only if students ask.

• Write up the sentence about the Museum of Technology. Elicit the different forms of the future which can be inserted into the sentences and write them up as a table.

The Museum of Technology will open
is going to open
is opening
opens
might open
shall open

next week

• All the forms given in the Student’s Book can be used in this sentence. There are slight differences in register and meaning:
will open and is going to open both express a plan, but will open is more formal
is opening is informal and expresses something already arranged
opens is a formal way of expressing something scheduled
might open expresses possibility and
shall open (rare) expresses determination on the part of the speaker.

• If students ask what the differences in meaning are, explain as in the previous bullet point and make a brief note against each form.
• Refer students to the grammar presentation and Grammar database 6 on pages 176-7. SB Laser Grade 11 Unit 1 page 10
Middle
25 min 1
Ask students to complete the exercise.

Answers:
1 is more formal
2 is more informal, as previously mentioned
3 is not possible, because are we using refers to an arrangement. The function of the question about powering cars is asking about predictions.
4 and 5 enquire about future possibility
6 gives the idea of asking about suggestions.

2
Students work in pairs.
Answers:
1 the bus is leaving/going to leave/will leave/leaves
2 everyone will have/is going to have
3 I’ll buy/I’m going to buy/ I shall buy
4 I’m going to be /will be / shall be
5 Shall we help
6 I’m not lending /I’m not going to lend / I won’t lend/ I shan’t lend

Future perfect simple and future continuous

Answer: I’ll have sent.

• As the sentence contains By the end of today, we know that the tense must give the idea of looking back from a point in time in the future.
• Illustrate will have sent with a time line:
Past Present Future
????

will have sent

• Ask the students to read the grammar presentation in the Student’s Book, and refer them to Grammar database 6 on page 177.

3
Students have to find the right verb, put it into the correct tense, and if there is an adverb, put it in the right place.
Additional activity: Before students start, remind them of the position of common adverbs.
Write up I will be living here, and ask the students to tell you where to insert still.
Answer:
after the first auxiliary will: I will still be living here. SB Laser Grade 11 Unit 1 page 10
End
5 minutes Write up: Will I be living here?
Here still goes after I: Will I still be living here? Leave up the completed sentences for reference.
Ask students to do the task in pairs. If they seem to be having difficulty finding the correct verb, write up question numbers and the appropriate verb for each number from the list, eg 1 be; 2 be; 3 leave, etc.
1 the world will be
2 I will be
3 I will have left
4 I will/should probably have/have got
5 Will I still be living
6 I will have lived/been living
7 Will have/have got/have found
8 robots will be doing / will do
9 There will still be
10 will have been introduced
11 we will all be driving
12 there won’t/shouldn’t/may not/ might not be
13 doctors will have implanted

Homework:

Assign students pages 6-7 in their Workbook Unit 1. SB Laser Grade 11 Unit 1 page 10

Workbook
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?
Fast finishers

You could ask students to brainstorm in pairs what their Museum of Technology will be, using different forms of the future.
Assessment – how are you planning to check students’ learning?
Reflection
Were the lesson objectives/learning objectives realistic?
Did all the learners achieve lesson objectives/learning objectives? If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why? Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?
Summary evaluation
What two things went really well? Consider both teaching and learning.
1.
2.
What two things would have improved the lesson? Consider both teaching and learning.
1.
2.
What have I learned from this lesson about the class or an individual student that will inform my next lesson?

Module 1. Vocabulary: Travel and tourism. Lesson 4
Unit of a long-term plan:
Making contact School: _________________________________________________
Date: Teacher name:
Class: Number present: absent:
Lesson title Vocabulary: Travel and tourism
Learning objective(as) 11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
11.3.5 — interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics;
11.6.13 — use a variety of dependent prepositions with less common nouns, adjectives and verbs on a wide range of general and curricular topics
Level of thinking skills Understanding, Knowledge, Application
Lesson objectives All learners will be able to:
— Describe the photos
Most learners will be able to:
— Use relevant words in each category (ship, plane, train) and form derivatives with prefixes or suffixes
Some learners will be able to:
— use collocations related to travel and discuss two common phrasal verbs to do with travelling
Assessment criteria — use relevant vocabulary related to travel and tourism paying attention to spelling and pronunciation
Values links — Respecting each other; respecting different cultures
Cross-curricular — Geography
Previous learning — Travel
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start
10 min Greeting and organisational moments.
Teacher introduces a new theme, learning objectives, and assessment criteria.
Checking homework.

Travel and tourism
• This section presents or recycles vocabulary associated with travel and tourism.
• Use the three photos to focus attention on the topic by asking students to describe the photos.

Additional activity: Before doing exercise 1, ask the students to make a word tree. Put them in groups of four and ask one student in each group to write the three category headings Ship, Plane and train. Ask the groups to find as many words in each category as they can, eg. Ship: captain, crew, deck, passenger, port, quay, sea, ferry …

• When they are ready, write up the three categories on the board and ask the groups to tell you their words and make a class word tree.

1
• Ask students to do this in pairs.
Answers:
Ship: ferry, cruise, cabin, delayed, sail, voyage
Plane: departure lounge, cabin, flight, delayed, runway, land
Train: express, carriage, platform, ticket inspector, delayed, rails

• If you have used the additional idea above, use the list in exercise 2 to add any extra words to the lists the groups have already made. Don’t forget to practise pronunciation where necessary.
• Recycle the vocabulary by eliciting sentences about the photographs including as much of the target vocabulary as possible. SB Laser Grade 11 Unit 1 page 11

Middle
25 min Word formation
2
This exercise practices forming derivatives with prefixes or suffixes. Make sure students fit the meaning into the context, eg in question 2, comfortable would not make sense, the answer must be the negative form.
Students should work in pairs. Get feedback from the class and write the correct answers on the board, checking that spelling is correct.
Answers:
1 tourism
2 uncomfortable
3 arrival
4 European
5 announcement
6 distance
7 growth
8 broadens
9 cultural
10 inhabitants

3
This activity expands and recycles derivatives. Ask the students to put their words in Nouns, Verb, Adjective, Adverb categories. Encourage them to include negative forms.
Noun Verb Adjective Adverb
tour
tourist tour touristy x
(dis)comfort comfort (un)comfortable (un)comfortably
arrival arrive arriving x
Europe Europeanise European x
announcement announce x x
distance distance yourself distant distantly
growth grow growing x
breadth broaden broad broadly
culture cultivate cultural
(un)cultured culturally
habitation
habitat inhabit (un)inhabited
(un)inhabitable x
Phrasal verbs
4
Brainstorm by asking students to think of two common phrasal verbs to do with travelling, eg check in and take off. Students then work in pairs. Check answers round the class.
Answers:
1 off; 2 back; 3 off; 4 up; 5 in; 6 down

5
Students match meanings quickly. Check answers round the class.
Answers:
1 see off;
2 get back;
c slow down;
d take off;
e check in
f —
g speed up SB Laser Grade 11 Unit 1 page 11

End
5 minutes Collocations
6
Emphasize the importance of collocations (word groups). In many exams, students will be expected to show which word can be used with which other word. Do it as a whole-class activity.
Answers:
1 a school trip (‘trip’ has a more general meaning; ‘excursion’ is more specifically a trip for pleasure, often while on holiday)
2 a business trip (‘journey’ is a longer trip)
3 time off work (you can say ‘time out’ but not ‘time out something’)
4 a round-the-world-trip (we don’t say a ‘round-the-earth trip’)
5 the holiday of a lifetime
6 a five-star hotel
7 holidaymakers (but ‘to go on holiday’; to have or take a holiday’)
Then ask students to cover the task and call out an incorrect phrase, eg school excursion. Students have to call out the correct collocation. This will provide pronunciation practice too.

Homework: Assign students pages 6, 10
in their Workbook Unit 1.
SB Laser Grade 11 Unit 1 page 11

Workbook
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?
Fast finishers
Ask students to write sentences about their dream holiday using the new vocabulary They can then compare their sentences with other students. Assessment – how are you planning to check students’ learning?

Reflection
Were the lesson objectives/learning objectives realistic?
Did all the learners achieve lesson objectives/learning objectives? If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why? Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?
Summary evaluation
What two things went really well? Consider both teaching and learning.
1.
2.
What two things would have improved the lesson? Consider both teaching and learning.
1.
2.
What have I learned from this lesson about the class or an individual student that will inform my next lesson?

Module 1. Listening: predicting. Lesson 5
Unit of a long-term plan:
Making contact
Date: Teacher name:
Class: Number present: absent:
Lesson title Listening: predicting
Learning objective(as) 11.1.4 — evaluate and respond constructively to feedback from 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;
11.3.4 — evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics;

Level of thinking skills Understanding, Knowledge, Application
Lesson objectives All learners will be able to:
— describe Sydney Harbour
Most learners will be able to:
— anticipate what the speakers will talk about and note down possible answers
Some learners will be able to:
— ask and answer the questions about the most popular place to visit
— extract specific information during a listening activity
Assessment criteria — complete the sentences accurately in terms of spelling and grammar
— justify their guesses using relevant vocabulary and extracts from the listening activity

Values links — Respecting each other
Cross-curricular — Geography; Travel
Previous learning Listening for gist
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start
10 min 1.Greeting and organisational moment
Checking homework.

• This section gives students practice in completing sentences with a word or short phrase.
• Explain to students that they should be able to understand not only the gist of a text but also extract specific information in order to complete the gaps.
• Tell students that all words tested are considered to be within their level for meaning and spelling. In some exams, minor spelling mistakes are not penalised but the candidate’s intention must be clear, so students need to be very careful about spelling.

Wordpower!
Pre-teaches key vocabulary in the listening.

Starting point
• Ask the students to answer the questions accompanying the picture and then use the picture to elicit the key vocabulary.
(suggested answer)
The photo shows Sydney Harbour, with the Opera House and the Harbour Bridge.
Sydney is the largest city in Australia. It is situated in South Eastern Australia and is the state capital of New South Wales.
There are superb beaches nearby, which are popular with surfers. The symbol of the city is the Opera House, built to a revolutionary Danish design in the 1960s.

1
• This aims to prepare students for the task, by getting them to think of a possible completion of the first question.
• Answer: take a boat trip
• Any logical and grammatical completion would be acceptable. SB Laser Grade 11 Unit 1 page 12
Middle
25 min 2
This allows students to check the accuracy of their guess.
CD1 Track 8
(suggested answer): take a ferry

3 This encourages students to try to anticipate answers — an important skill in the listening. Ask the students to note down possible answers in pairs. When they have finished, ask pairs for their answers in turn and note them on the board. Don’t say whether they are right or wrong at this point.

EXAM EXPERT
Have a class discussion about which is the correct option. Encourage students to give reasons for their choice.
There is no time to write more than a short phrase. Encourage students always to write something, even if it is misspelt. They may get the mark!
Answer: b is the right answer

4 exam practice

• Play the CD twice. After the second listening, play it again, stopping immediately after the answer to each question is mentioned.
• Note the right answers next to the guesses which you have already written on the board from exercise 3 and point out where students are correct.
CD1, Track 9
Answers:
2 central Sydney
3 on foot
4 sailing boat
5 under twenty-seven
6 the world
7 (many) different cultures
8 (to the) south
9 lifeguards
10 a picnic

5 This exercise allows students to assess how they and their classmates have done in the listening exercise. Encourage students to discuss where they feel they might have gone wrong.
SB Laser Grade 11 Unit 1 page 12
End
5 minutes Have your say!
Ask students to do this in pairs. Additional possibility to take a vote on the most popular place to visit.

Homework: Assign students page 13 in their Workbook Unit 1. SB Laser Grade 11 Unit 1 page 12

Workbook
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Fast finishers:
Students can describe the country they dream of visiting, but without telling its name. Their partners should guess what country it is by asking questions and guessing the answers.

Extra activities for fast finishers will allow teachers to give more support to the rest of the class. Assessment – how are you planning to check students’ learning?
Peer review
Oral feedback
Positive reinforcement
Reflection
Were the lesson objectives/learning objectives realistic?
Did all the learners achieve lesson objectives/learning objectives? If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why? Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?
Summary evaluation
What two things went really well? Consider both teaching and learning.
1.
2.
What two things would have improved the lesson? Consider both teaching and learning.
1.
2.
What have I learned from this lesson about the class or an individual student that will inform my next lesson?

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