Short term plan Краткосрочное планирование по английскому языку для 11 класса по обновленной программе (на основе УМК Solutions. Science) учебный год

Short term plan 1

Term 1
Unit 1. Making connections in biology.
School №
Date: Teacher’s name:
Grade 11 Number present: Number absent:
Theme of the lesson: Food science. Period 1.
Learning objectives(s) that this lesson is contributing to 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.
Value links Having healthy eating habits.
Cross curricular links Biology, Natural science.
Use of ICT Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness Accept diversity of other cultures.

Pastoral Care Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work. Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Health and Safety Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned timings Planned activities Resources
Beginning
the lesson The lesson greeting.
The teacher sets the lesson objectives, letting

students know what to anticipate from the lesson.
Lead-in.
Ask students to brainstorm different foods.
• Then ask: What have you eaten today? Are you careful about the food you eat? Why? / Why not?
• Elicit some responses.

Main Activities Exercise 1 page 4.
Focus attention on the eatwell plate and explain that it is a visual representation of the type of food we should eat for a healthy, 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).
Exercise 2 page 4.
Focus attention on the phrases. Check meaning and pronunciation. Students complete the information. Check answers as a class.
Exercise 3 page 5.
Focus attention on the nutrition words. Check meaning and pronunciation. Students look at the food on the eatwell plate and find an example for each word. Check answers as a class.
Exercise 4 page 5.
In pairs, students discuss their diets in relation to the eatwell plate. Write the following sentence on the board to help them do this: I eat more / less … than is recommended.
Ask: Do you have a healthy diet? Why? / Why not? Presentation Video and images
Handouts with task

Ending the lesson Giving the homework. WB ex.1-3 p.4.
Ask students: What have you learned today? What can you do now? and elicit answers: I can talk about nutrition and health.
Additional information

Differentiation –
Assessment –
how are you planning to check learners’ learning?
how do you plan to give more
support? How do you plan to Critical thinking
challenge the more able learners?
Differentiation can be achieved by Observe learners when participating in reading, listening, speaking, writing. Did each learner involved into work? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other). Students think critically,
task (selection of learning materials exploring, developing, evaluating
and resources based on student and making choices about their
strengths). own and others’ ideas
By support. Less able learners will
be supported through step-by-step
instructions, graphic organizers,
sentence frames, glossaries, thinking
time. Small group learning.
By outcome providing challenge,
variety and choice.

Short term plan 2

Term 1
Unit 1. Making connections in biology.
School №
Date: Teacher’s name:
Grade 11 Number present: Number absent:
Theme of the lesson: Food science. Period 2.

Learning objectives(s) that this lesson is contributing to 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.
Some learners will be able to:
• interpret the information why people’s nutritional needs change through different life stages while listening.
• make thoughtful recommendations how to improve the average Kazakh diet.
• identify and use the sentences with must and have to for obligation and prohibition without support.
Value links Having healthy eating habits.
Cross curricular links Biology, Natural science.
Previous learning Nutrition and health.
Use of ICT Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural awareness Accept diversity of other cultures.

Pastoral Care Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work. Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Health and Safety Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned timings Planned activities Resources

Beginning the lesson The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead-in.
Exercise 5 page 5.
Ask students to read the quiz, ignoring the missing words. Check meaning and pronunciation.
Students do the quiz in pairs and then check their answers.
Find out how well the students did in the quiz. Elicit any facts that surprised them.

Main Activities Exercise 6 page 5. (Audio 1.02)
Go through the sentences together and check comprehension. Then ask students to underline key words.
Play the recording for students to match each speaker with a sentence.
Check answers as a class.
Exercise 7 page 5.
Go through the Recycle! box 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.
In pairs, students answer the questions using vocabulary and grammar from the lesson. Monitor and help where necessary. Elicit responses and encourage discussion if there is disagreement.
Extra activity.
Ask students to work in pairs to produce a poster to promote healthy eating amongst teenagers. Tell them to include at least five useful tips.
Display the posters on the wall and have a class vote on the most attractive one and the most useful one. Presentation Video and images
Handouts with task

Ending the lesson Giving the homework. WB ex.4-5 p.5.
Ask students: What have you learned today? What can you do now? and elicit answers: I can talk about nutrition and health. I can talk about

obligation and prohibition.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment –
how are you planning to check learners’ learning?
Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).
By support. Less able learners will be supported through step- by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.
By outcome providing challenge, variety and choice. Observe learners when participating in reading, listening, speaking, writing. Did each learner involved into work? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other). Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 3

Term 1
Unit 1. Making connections in biology.
School №
Date: Teacher’s name:
Grade 11 Number present: Number absent:
Theme of the lesson: The passive. Period 1.

Learning objectives(s) that this lesson is contributing to 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.
Value links Having healthy lifestyle.
Cross curricular links Biology, Natural science.
Previous learning Food science.
Use of ICT Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural
awareness Accept diversity of other cultures.

Pastoral Care Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work. Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Health and Safety Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned timings Planned activities Resources
Beginning
the lesson The lesson greeting.
The teacher sets the lesson objectives, letting

students know what to anticipate from the lesson.
Lead-in.
Exercise 1 page 6.
Play hangman with the words infections and hygiene. Check meaning and pronunciation. Then elicit how these two words are connected, e.g. good
hygiene prevents infections; bad hygiene can cause infections.

Main Activities Exercise 2 page 6.
Ask students to read the text quickly to see if it mentions any ideas from their discussion. Explain any unknown words.
Exercise 3 page 6.
Ask students to find the examples of the passive in the text and match them with the correct tense.
Exercise 4 page 6.
Go through the Learn this! box together and elicit the missing words.
Exercise 5 page 6.
Ask students to rewrite the sentences in the passive and then match them with a rule in the Learn this! box. Check answers as a class.
Exercise 6 page 6.
Students rewrite the underlined sentences in the passive. Remind them to use by only when the agent is important. Check answers as a class. Presentation Video and images
Handouts with task

Ending the lesson Giving the homework. WB ex.1-3 p.5.
Ask students: What have you learned today? What can you do now? and elicit answers: I can understand a text about a history of hygiene. I can identify and use different forms of the passive.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment –
how are you planning to check learners’ learning?
Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).
By support. Less able learners will be supported through step- by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.
By outcome providing challenge, variety and choice. Observe learners when participating in reading, listening, speaking, writing. Did each learner involved into work? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other). Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 4

Term 1
Unit 1. Making connections in biology.
School №
Date: Teacher’s name:
Grade 11 Number present: Number absent:
Theme of the lesson: The passive. Period 2.

Learning objectives(s) that this lesson is contributing to 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.
Value links Having healthy lifestyle.
Cross curricular links Biology, Natural science.
Previous learning The passive.
Use of ICT Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural awareness Accept diversity of other cultures.

Pastoral Care Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work. Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Health and Safety Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned timings Planned activities Resources

Beginning the lesson The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Lead-in.
Read the sentences and answer the questions. Active
Someone cleans the streets every day.

Sir Christopher Wren designed St Paul’s Cathedral.
a) What tense is used in each sentence?
b) Underline the subject and object in each sentence.
Passive
The streets are cleaned every day.
St Paul’s Cathedral was designed by Sir Christopher Wren.
c) What has happened to the subject and object?
d) How do we form the passive?
e) When do we use the passive?
f) When do we and don’t we use ‘by’?

Main Activities Running dictation.
Pupils work in pairs. One is a 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:
1. People speak Portuguese in Brazil.
2. The Government is planning a new road near my house.
3. My grandfather built this house in 1943.
4. Picasso was painting Guernica at that time.
5. The cleaner has cleaned the office.
6. He had written three books before 1867.
7. John will tell you later.
8. By this time tomorrow we will have signed the deal.
9. Somebody should do the work.
10. The traffic might have delayed Jimmy.
11. Everybody loves Mr Brown.
12. They are building a new stadium near the station.
13. The wolf ate the princess.
14. At six o’clock someone was telling a story.
15. Somebody has drunk all the milk!
16. I had cleaned all the windows before the storm.
17. A workman will repair the computer tomorrow.
18. By next year the students will have studied the passive.
19. James might cook dinner.
20. Somebody must have taken my wallet. Presentation Video and images
Handouts with task

Ending the lesson Giving the homework. WB ex.4-5 p.5
Ask students: What have you learned today? What can you do now? and elicit answers: I can identify and use different forms of the passive.
Additional information

Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment –
how are you planning to check learners’ learning?
Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).
By support. Less able learners will be supported through step- by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.
By outcome providing challenge, variety and choice. Observe learners when participating in reading, listening, speaking, writing. Did each learner involved into work? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other). Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 5

Term 1
Unit 1. Making connections in biology.
School №
Date: Teacher’s name:
Grade 11 Number present: Number absent:
Theme of the lesson: Keeping fit.

Learning objectives(s) that this lesson is contributing to 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 All 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.
Most learners will be able to:
• 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.
Some learners will be able to:
• 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.
Value links Having healthy lifestyle.
Cross curricular links Biology, Natural science.
Previous learning The passive.
Use of ICT Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural awareness Accept diversity of other cultures.

Pastoral Care Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work. Promote a sense of self-esteem and self-respect and respect for others among all the learners.
Health and Safety Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.
Plan
Planned timings Planned activities Resources

Beginning the lesson The lesson greeting.
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.

Main Activities Exercise 1 page 7.
In pairs, students describe the photo and answer the questions. Ask a few students for their ideas.
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 programme about fitness. Play the recording for students to decide if the sentence in exercise 2 is true or false. Check the answer as a class and elicit the speaker’s words.
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. Students complete the sentences. 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. Allow students time to read the questions and answer options first. Encourage them to think of different ways of expressing the information in the questions and options; the information is usually expressed differently in the recording. Play the recording for students to choose the answers. Check answers as a class.
Exercise 7 page 7. Audio 1.06.
Ask students what helped them choose their answers. Play the recording again. Pause and replay as necessary for students to write the phrases that have a similar meaning to the answers in exercise 6. Presentation Video and images
Handouts with task

Exercise 8 page 7.
Explain that some verbs can go with more than one noun, but students should try to remember the ones that the speakers in exercise 7 used. Check answers as a class.
Exercise 9 page 7.
In pairs, students discuss how they feel about the sports and fitness activities using the collocations in exercise 8. Remind them to give reasons and examples. Monitor and help as necessary.
Extra activity
Ask students to write a short paragraph beginning: My doctor advised me to start doing more exercise, so …
Students compare their paragraphs in pairs.

Ending the lesson Giving the homework. WB p.6
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.
Additional information
Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment –
how are you planning to check learners’ learning?
Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).
By support. Less able learners will be supported through step- by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.
By outcome providing challenge, variety and choice. Observe learners when participating in reading, listening, speaking, writing. Did each learner involved into work? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other). Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 6

Term 1
Unit 1. Making connections in biology.
School №
Date: Teacher’s name:
Grade 11 Number present: Number absent:
Theme of the lesson: The passive: advanced structures.

Learning objectives(s) that this lesson is contributing to 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.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.
Most learners will be able to:
• discuss topic questions in extended sentences.
• identify and use advanced passive structures with minimal support.
Some learners will be able to:
• discuss topic questions in complex sentences.
• identify and use advanced passive structures without support.
Value links Having healthy lifestyle.
Cross curricular links Biology, Natural science.
Previous learning Keeping fit.
Use of ICT Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural awareness Accept diversity of other cultures.

Pastoral Care Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work. Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Health and Safety Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan

Planned timings Planned activities Resources

Beginning the lesson The lesson greeting.
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.

Main Activities Exercise 2 page 8.
Ask students to read the text and check their ideas.
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 complete the sentences and then match them with a rule in the Learn this! box. Check answers as a class.
Exercise 5 page 8.
Students complete the sentences. Check answers as a class.
Exercise 6 page 8.
In pairs, students discuss two more food myths. They should think of reasons to justify their ideas. Monitor and check the use of the passive. Elicit a few opinions form the class.
Extra activity
Write on the board: An apple a day keeps the doctor away. Ask: What do you think this means? (Eating an apple every day will keep you healthy.) Put students in two groups: one group will defend the statement and the other will disagree with it.
Allow students time to prepare a few statements to support ‘their’ opinion, using advanced passive structures where possible, e.g. For: Apples are known to contain fibre and vitamin C. Vitamin C is known to keep us healthy. People should be encouraged to eat them regularly. Against: Other fruits are known to contain more vitamins than apples. It is thought that most of an apple’s nutrients are in its skin but the skin isn’t eaten by many people.
Ask students to discuss. Monitor and help where necessary. Presentation Video and images
Handouts with task

Ending the lesson Giving the homework. WB p.7
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.
Additional information

Differentiation –
how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment –
how are you planning to check learners’ learning?
Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).
By support. Less able learners will be supported through step- by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.
By outcome providing challenge, variety and choice. Observe learners when participating in reading, listening, speaking, writing. Did each learner involved into work? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other). Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 7

Term 1
Unit 1. Making connections in biology.
School №
Date: Teacher’s name:
Grade 11 Number present: Number absent:
Theme of the lesson: Compound adjectives.

Learning objectives(s) that this lesson is contributing to 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.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.
Most learners will be able to:
• use compound adjectives appropriately with some support.
• discuss topic questions in extended sentences.
Some learners will be able to:
• use compound adjectives appropriately with no support.
• discuss topic questions in complex sentences.
Value links Having healthy lifestyle.
Cross curricular links Biology, Natural science.
Previous learning The passive: advanced structures.
Use of ICT Projector and smart board for showing a presentation, getting additional
information, playing the audio, video files.
Intercultural awareness Accept diversity of other cultures.

Pastoral Care Student centered teaching: respect, support.
To create a friendly atmosphere for collaborative, pair and individual work. Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Health and Safety Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned timings Planned activities Resources

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