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$ Sample lesson plans

for Kazakhstan Grade 11
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ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК

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мектептiњ 11 -сыныбына
документ арналѓаноќулыќ Экспресс Паблишин баспасы
2020

Jenny Dooley
Series Consultant: Bob Obee Translations by N. Mukhamedjanova

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Уважаемые учителя английского языка, работающие по УМК

обновленного содержания образования по английскому языку
международного издательства «Express Publishing».
Данные поурочные планы несут  рекомендательный характер .
В данном пособии предлагается несколько вариантов
составления данных планов. В зависимости от уровня учащихся,
требований администрации вашей школы и по пожеланию учителя
поурочные планы подлежат корректировке самим учителем,
преподающим в данной параллели.
С уважением, методисты международного образовательного
центра «EDU Strеam».

Organization of the content of the subject of "The English language"

in the 11th grade – Aspect 11 for Kazakhstan-3 hours a week, 102 hours a year
Grade 11
1) Content.   Speaking and listening skills to solve problems creatively and
cooperatively in groups; to provide sensitive feedback to peers. Respect differing points
of view. Evaluate and respond constructively to feedback from others; use feedback to set
 personal learning objectives. Develop and sustain a consistent argument when speaking
or writing. Develop intercultural awareness through reading and discussion. Use
imagination to express thoughts, ideas, experiences and feelings. Use talk or writing as a
means of reflecting on and exploring a range of perspectives on the world.
2) Listening. Understanding the main points, specific information, the detail of an
argument implied meaning; recognizing 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. Deducing 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; understanding speaker viewpoints and extent of 
explicit agreement between speakers; recognizing inconsistencies in argument in
extended talk on a range of general and curricular subjects, including some unfamiliar 
topics.
3) Speaking.  Using formal and informal language registers in talk. Asking and
responding with appropriate syntax and vocabulary to open-ended higher-order thinking
questions. Explaining and justifying own and others’ point of view; evaluating and giving
comments on the views of others in a growing variety of talk contexts; interacting with
 peers to make hypotheses and evaluate alternative proposals on a range of familiar and
some unfamiliar general and curricular topics; navigating talk and modifying language
through paraphrase and correction in talk on a wide range of familiar and some
unfamiliar general and curricular topics. Using appropriate subject-specific vocabulary

and syntax to talk about a range of familiar and some unfamiliar general and curricular 
topics.
4) Reading.   Understanding complex and abstract main points in extended
texts; specific information and detail in extended texts. Skimming 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. Reading a wide range of extended fiction and
non-fiction texts on a variety of more complex and abstract general and curricular topics.
Deducing meaning from context in extended texts; recognising the attitude, opinion or 
tone of the writer and patterns of development in lengthy texts [inter-paragraph level] in
extended texts on a range of more complex and abstract general and curricular topics.
Selecting and evaluating paper and digital reference resources to check meaning and
extend understanding. Recognising inconsistencies in argument in extended texts on a
range of more complex and abstract general and curricular topics.
5) Writing.   Planning, writing, editing and proofreading at text level
independently on a wide range of general and curricular topics using a wide range of 
vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
writing with grammatical accuracy on a wide range of general and curricular topics using
style and register to achieve an appropriate degree of formality in a wide variety of 
written genres on general and curricular topics. Developing 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. Writing coherently at text level
using a variety of connectors on a wide range of familiar general and curricular topics.
Using independently appropriate layout at text level on a wide range of general and
curricular topics. Communicating and responding to news and feelings in correspondence
through a variety of functions on a wide range of general and curricular topics.
Punctuating written works at text level and a wide range of general and curricular topics
with a good degree of accuracy.
6) Use of English.   Using a variety of past modal forms to express
appropriate functions; a variety of near modal structures including supposed to, bound
to, due, willing to on a wide range of general and curricular topics; a variety of dependent
 prepositions with less common nouns, adjectives and verbs; a growing variety of more
complex prepositional phrases including those relating to concession and respect; a
variety of multi-word verbs of different syntactic types on a wide range of general and
curricular topics; a growing variety of more complex conjunctions to express condition
concession and contrast on a wide range of general and curricular topics; a variety of 
 pre- and post- modifying noun structures on a wide range of general and curricular topics;
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; a variety of adjectives
complemented by that, infinitive and wh- clauses, affixes with appropriate meaning and
correct spelling on a wide range of general and curricular topics; a range of transitive and
intransitive verb complementation patterns, a growing variety of impersonal and cleft
structures on a wide range of general and curricular topics; 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; a wide variety of future forms, including future
 perfect forms on a wide range of general and curricular topics, a wide variety of present

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and past forms, including a growing number of more nuanced contrasts [past and
 perfective aspect/simple and progressive aspect] on a wide range of general and
curricular topics, a wide variety of reported statement, command and question forms on a
wide range of general and curricular topics, a wide variety of pre-verbal, post-verbal and
end-position adverbs/adverbial phrases on a wide range of general and curricular topics,
use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide
range of general and curricular topics
This is the substantive knowledge of the programme and comprises what we know
in the subject and how we gain that knowledge. Knowledge in the subject is organized
into strands of learning. Strands are further broken down into sub-strands, which will be
at the level of a skill or topic, knowledge or understanding. Sub-strands, when expressed
as grade-related expectations, form the learning objectives for a subject.
6. The learning objectives demonstrate the progression within each sub-strand
allowing teachers to plan and assess, sharing with learners the next steps they should take.
7. Strand 1: Content. Learners develop skills needed for success in a range of 
academic subjects such as using speaking and listening skills to solve problems,
organizing information clearly for others and developing intercultural awareness through
reading and discussion.
8. Strand 2: Listening. A learner understands the main ideas of authentic texts of a
range of genres, conversations on familiar and partially unfamiliar topics recognizes
functionally important meanings, including details and specific information to fill in
forms, tables, schemes understands the meaning of terms and the key units of texts on a
range of curricular topics and general topics; distinguishes between a fact and an opinion
recognizes and compares inconsistencies in medium-length texts of a range of genres and
styles on general and curricular topics, deduces the meanings of unfamiliar words using
the context.
9. Strand 3: Speaking. A learner participates in a conversation in situations of 
formal and informal everyday communication correctly formulates utterances using the
lexical and grammatical resources of the language expresses an emotional and evaluative
attitude to the reality using a previously suggested strategy of oral communication
analyses and compares texts providing arguments to support their point of view reasons
evaluating events, opinions, and problems makes conclusions and suggests ways to solve
a given problem.
10. Strand 4: Reading. A learner understands the main ideas of fiction and non-
fiction texts in a range of genres and styles on Humanities uses a range of reading
strategies identifies the time and cause-effect connections of events and phenomena
analyses and compares the meanings of words using paper and digital resources critically
evaluates the content of texts of a range of genres and styles.
11. Strand 5: Writing. A learner plans and makes a brief outline of a written text,
edits and proofreads texts of a range of genres and styles; observes spelling and grammar 
rules; provides arguments in a written text based on media information; writes business
letters and other documents; writes discursive texts expressing an opinion of an issue on a
range of topics, including those related to social studies and humanities.
12. Strand 6: A learner expresses themselves using a good lexical range and variety
of language with a generally high degree of accuracy. A learner develops an ability to use

a wide range of past, present and future forms, modals, active and passive verb forms,
direct and reported speech patterns.

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!   (Starter урок отдельно не вынесен, по возможности учитель может сделать план

урока отдельно)
!   Action Resources во время проведения урока учитель выбирает сам опираясь на
техническое оснащение урока (учитывая индивидуальные особенности учащихся)
!   Домашнее задание так же прописывается практикующим учителем.
!   Данное планирование дается как образец – учитель может вносить свои
корректировки
!   Суммативные задания по завершению каждого модуля можно найти в Teachers
Recourse Pack (диск для учителя)

Module 1
LESSON: Module 1 Lesson 1 (2) School:
Making Connections in Biology +
Starter
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
that this lesson is which is spelt accurately
contributing to 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
11.1.6 - organize and present information clearly to others
11.1.7 - develop and sustain a consistent argument when speaking or writing
11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of 
familiar and some unfamiliar general and curricular topics
11.5.5 - 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
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Value links   To present/revise vocabulary for celestial bodies, human anatomy and chemical
elements, to read for coherence & cohesion, to talk about an academic new year’s
resolution Vocabulary: Celestial bodies (the Sun, galaxy, comet, the Moon, meteor, star,
 planet, dwarf planet);
Cross - curricular Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs,
links spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen, iron, carbon,
silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality,
organisation, intelligence, exploration, universe, fossil, engineering, biology, system,
 pesticides)
ICT skills   Using videos& pictures, working with URLs

Previous learning   Previous year 

Plan
Planned timings Planned activities (replace the notes below with your planned Action
activities) Resources
What is in the Module?
BEGINNING THE Read the title of the module Starter  and ask Ss to suggest what they
LESSON think it means. Go through the topic list and stimulate a discussion to
 prompt Ss' interest in the module.
PRESENTATION Ex. 1 p. 5 To present/revise vocabulary related to celestial
AND PRACTICE bodies SB
11.5.2 • Ask Ss to look at the pictures and read the definitions.
• Give Ss time to complete the task and then check Ss’ answers.
 Answer Key
1 B 3 D 5 E 7 I 9 F
2 A 4 G 6 C 8 H
11.5.2 Ex. 2 p. 5 To present/revise vocabulary related to human
anatomy
• Ask Ss to read the list of organs/parts of the body and look at
the diagram and complete the labels.
• Give Ss time to complete the task and then check Ss’ answers.
• Elicit more organs/parts of the body from Ss (e.g. large
intestine, colon, bladder, small intestine, nerves, spinal column, etc.)
nswer Key
1 arteries 5 stomach 9 liver 
2 veins 6 gall bladder 10 spleen
3 heart 7 kidneys 11 pancreas
4 lungs 8 larynx
11.5.2
Ex. 3 p. 5 To present/revise vocabulary related to chemical
elements
Go through the lists of chemical symbols and elements.
Give Ss time to match them to each other and then check Ss’ answers
around the class.
nswer Key
1c 3 d 5 a 7  
11.4.3 2 4 h 6 b 8   e
11.5.2
Ex. 4 p. 6 a) To read for coherence & cohesion
• Go through the list of words and explain/ elicit the meanings of 
any that Ss are unsure of.
• Give Ss time to read the online forum and complete the gaps and
then check Ss’ answers.
 Answer Key
1 brain 9 universe
2 system 10 engineering
3 organisation 11 intelligence
4 sources 12 biology
5 fossil 13 system
6 crops 14 nanotechnology
7 pesticides 15 reality

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8 exploration

b) To talk about one’s academic new year’s resolution

Give Ss time to consider their answers and then ask various Ss
around the class to share their resolution with the rest of the class.
Suggested Answer Key
 I’d really like to study conservation biology at university because I 
want to help protect endangered species and stop them from
becoming extinct. I would also like to do some volunteer work at a
wildlife park in order to learn more about the conservation efforts
being made here in Kazakhstan. I hope one day I can work in
countries all around the world helping to protect lots of different 
animals and plants.
(Ss' own answers)
Read the title of the module Making Connections in Biology and ask 
Ss to suggest what they think the module will be about (the module is
about biology, genetics, taxonomy, blood types, archaea and cloning).
Go through the objectives list to stimulate Ss’ interest in the module.

To listen and read for gist

Ask Ss to look at the pictures and then elicit what, if anything, Ss
know about these races.
Elicit a variety of questions about them from Ss around the class and
11.4.3 11.5.2 write three of them on the board.
Play the recording. Ss listen and read and see if their questions are
answered.

SB Ex. 1 p. 7 Vocabulary To introduce vocabulary related to

biology • Direct Ss’ attention to the timeline and ask them to read the
11.1.6 words in the list. • Then have Ss read the timeline and use the new
11.1.7 vocabulary to fill the gaps. • Play the recording. Ss listen and check 
11.3.7 their answers.
11.5.2  Answer Key
11.5.5 1 taxonomy 7 helix 2 evolution 8 structure 3 pasteurisation 9 domain
4 inheritance 10 fertilisation 5 transfusion 11 clone 6 crystallography
12 Genome • Play the video for Ss and elicit their comments.

Discussion Did you know? To expand the topic Read out the Did you
know? Box and elicit whether Ss were aware of this information or 
not.

1.2 OVER TO YOU! To discuss and expand the topic • Ask Ss to

work in pairs or small groups and put the events in the timeline in
order of importance. • Elicit answers and explanations from various
 pairs/groups around the class. Suggested Answer Key (From most to
least important) 1900 Karl Landsteiner, 1862 Louis Pasteur, 1951 and
1953 DNA structure discovery, 1978 first test-tube baby was born,
1996 Dolly the sheep, 1865 Gregor Mendel’s laws of inheritance,
1859 Charles Darwin’s Theory of Evolution, 2003 the Human
Genome Project, 347 BCE Aristotle, 1977 Carl Woese. I think the
most important event is Karl Landsteiner’s discovery of blood types
 because it helps to save people’s lives. I think Carl Woese’s
discovery is the least important because it doesn’t affect many
 people’s daily lives. Although it does help scientists to classify new

organisms.
• Ss research online for other important discoveries in the field of 
 biology.
ENDING THE Ss present their findings to the class.
LESSON Suggested Answer Key
There are lots of other important discoveries in the field of biology.
 For example, in 1663, Robert Hooke discovered the first cell while he
was examining some tree bark using a microscope. In 1879, Louis
 Pasteur developed the principles of vaccination and discovered that 
by using an inactive or weakened form of a virus immunity was
attained. Then, in 1928, Alexander Fleming discovered penicillin
which is a life-saving antibiotic all over the world given to people
with bacterial infections.
Page 7 SB
Prepare a presentation about discoveries in the field of Biology
Home Task  (at Teacher’s discretion)
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check 
challenge the more able learners? learning? ICT links
 prompt less able learners to engage in check pronunciation of new Values links
whole class checking and plenary activity words and reinforce with
with supportive questioning drilling where necessary
challenge more able learners to come up
with a strategy for effectively recording
different types of vocabulary presented in
this lesson
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

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LESSON: Module 1 Lesson 1 School:

Starter (Sample)
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
that this lesson is which is spelt accurately
contributing to 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
11.1.9 - use imagination to express thoughts, ideas, experiences and feelings
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 All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Value links   To present/revise vocabulary for celestial bodies, human anatomy and chemical
elements, to read for coherence & cohesion, to talk about an academic new year’s
resolution Vocabulary:
Cross - curricular Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs,
links spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen, iron, carbon,
silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality,
organisation, intelligence, exploration, universe, fossil, engineering, biology, system,
 pesticides) Celestial bodies (the Sun, galaxy, comet, the Moon, meteor, star, planet, dwarf planet); Human
anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs, spleen, larynx, kidneys);
Chemical elements (oxygen, sodium, nitrogen, iron, carbon, silver, hydrogen, gold); Nouns (nanotechnology,
 sources, brain, crops, reality, organisation, intelligence, exploration, universe, fossil, engineering, biology,
 system, pesticides)

ICT skills   Using videos& pictures, working with URLs

Previous learning   Previous year 
Plan
Planned timings Planned activities (replace the notes below with your planned Action
activities) Resources
What is in the Module?
BEGINNING THE Read the title of the module Starter  and ask Ss to suggest what they
LESSON think it means. Go through the topic list and stimulate a discussion to
 prompt Ss' interest in the module.

PRESENTATION Ex. 1 p. 5 To present/revise vocabulary related to celestial

AND PRACTICE bodies SB
11.5.2 • Ask Ss to look at the pictures and read the definitions.
• Give Ss time to complete the task and then check Ss’ answers.
 Answer Key
1 B 3 D 5 E 7 I 9 F
2 A 4 G 6 C 8 H
11.5.2 Ex. 2 p. 5 To present/revise vocabulary related to human
anatomy
• Ask Ss to read the list of organs/parts of the body and look at
the diagram and complete the labels.
• Give Ss time to complete the task and then check Ss’ answers.
• Elicit more organs/parts of the body from Ss (e.g. large
intestine, colon, bladder, small intestine, nerves, spinal column, etc.)
nswer Key
1 arteries 5 stomach 9 liver 
2 veins 6 gall bladder 10 spleen
3 heart 7 kidneys 11 pancreas
4 lungs 8 larynx
11.5.2
Ex. 3 p. 5 To present/revise vocabulary related to chemical
elements
Go through the lists of chemical symbols and elements.
Give Ss time to match them to each other and then check Ss’ answers
around the class.
nswer Key
1c 3 d 5 a 7  
11.4.3 2 4 h 6 b 8   e
11.5.2
Ex. 4 p. 6 a) To read for coherence & cohesion
• Go through the list of words and explain/ elicit the meanings of 
any that Ss are unsure of.
• Give Ss time to read the online forum and complete the gaps and
then check Ss’ answers.
 Answer Key
1 brain 9 universe
2 system 10 engineering
3 organisation 11 intelligence
4 sources 12 biology
5 fossil 13 system
6 crops 14 nanotechnology
7 pesticides 15 reality
8 exploration

b) To talk about one’s academic new year’s resolution

Give Ss time to consider their answers and then ask various Ss
around the class to share their resolution with the rest of the class.
Suggested Answer Key
 I’d really like to study conservation biology at university because I 
want to help protect endangered species and stop them from
becoming extinct. I would also like to do some volunteer work at a
wildlife park in order to learn more about the conservation efforts
being made here in Kazakhstan. I hope one day I can work in

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countries all around the world helping to protect lots of different 

animals and plants.
(Ss' own answers)
Read the title of the module Making Connections in Biology and ask 
Ss to suggest what they think the module will be about (the module is
about biology, genetics, taxonomy, blood types, archaea and cloning).
Go through the objectives list to stimulate Ss’ interest in the module.

To listen and read for gist

Ask Ss to look at the pictures and then elicit what, if anything, Ss
know about these races.
11.4.3 11.5.2 Elicit a variety of questions about them from Ss around the class and
write three of them on the board.
Play the recording. Ss listen and read and see if their questions are
answered.

ENDING THE SB
LESSON   Page 6 ex.4b (Home Task)

Additional information

Module 1
LESSON: Module 1 Lesson 2 School:
Modern Genetics
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives 11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and
that this lesson is which is spelt accurately
contributing to 11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics
11.4.2 - understand specific information and detail in extended texts on a wide range of 
familiar and unfamiliar general and curricular topics
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
11.4.5 - deduce meaning from context in extended texts on a wide range of familiar 
and unfamiliar 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
11.1.6 - organize and present information clearly to others
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 All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist
understanding of the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria  problems and suggest the solutions to some of the problems
Value links   Modern Genetics
Cross - curricular Biology
links
ICT skills   Using videos& pictures, working with URLs
Previous learning   Connections in Biology
Plan
Planned timings Planned activities (replace the notes below with your planned Action
activities) Resources
Vocabulary & Reading
BEGINNING THE Ex. 1 p. 8 To introduce key vocabulary from a text
LESSON • Read out the list of words and give Ss time to use them to complete
11.5.2 the diagram. • Play the recording. Ss listen and check their answers.

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 Answer Key
1 seed 4 pod 7 stem 2 seed 5 pod 3 flower 6 flower 

PRESENTATION Ex. 2 p. 8 To listen and read for specific information

AND PRACTICE • Read out the questions. • Then elicit Ss’ guesses in answer to
11.4.1 them. • Play the recording. Ss listen and read the text to find out if 
11.4.2 their guesses were correct.
11.4.3 Suggested Answer Key
Gregor Mendel is a scientist who carried out experiments using pea
 plants to demonstrate the inheritance of traits. He discovered how
traits were passed from one generation to the next and came up with
laws of inheritance that explain his findings. He is considered the
‘father of genetics’ because his work has helped us to understand 
how genetic information is passed down between generations.

Ex. 3 p. 8 To read for specific information (T/F/DS)

11.4.2 • Ask Ss to read the sentences 1-5.
• Then give Ss time to read the text and mark the statements
according to what they read. • Check Ss’ answers around the class.
 Answer Key
1 DS 2 T 3 T 4 F 5 F

• Refer Ss to the Check these words box and ask Ss to look them up
in the Word List.
• Play the video for Ss and elicit their comments

11.5.2 Ex. 4 p. 8 To consolidate new vocabulary (collocations)

• Read out the Study Skills box and then give Ss time to complete the
 phrases using the words in the list and make sentences with them.
• Check Ss’ answers around the class.
 Answer Key
1 offspring 3 breeding 5 model 2 variation 4 allele 6 inheritance
To practise new vocabulary (collocations)
Suggested Answer Key
The first offspring generation in Mendel’s experiments were
heterozygous. Mendel conducted experiments on variation in plants.
 He used selective breeding. Dominant alleles tend to be expressed 
more often. Mendel’s primary model system was the pea plant.
 Mendel discovered the fundamental principles of inheritance.

11.4.5 Ex. 5 p. 9 To consolidate new vocabulary

11.5.2 • Ask Ss to read the text and choose the correct words in bold using
their dictionaries or the Word List to help them if necessary.
• Check Ss’ answers around the class.
 Answer Key
1 genes 4 trait 7 generation 2 dominance 5 dominant 3 alleles 6
 passed
ENDING THE Ex. 6 p. 9 Speaking To consolidate comprehension of a text
LESSON Ask Ss to work in pairs and prepare a short presentation taking turns
to present the information. Then ask various pairs to make their 
11.1.6  presentations in front of the class.

11.3.2 Suggested Answer Key

11.3.7  A: Gregor Mendel was an Austrian monk who performed experiments
on pea plants in order to understand genetic inheritance. He chose
 pea plants because they grew quickly and had various observable
traits. From his series of experiments, Mendel came to three
conclusions. He called these the laws of inheritance. B: The first law
 states that when gametes are formed, they only contain one randomly
 selected allele for each gene from the parents. A: The second law
explains that the genes we inherit for different traits are inherited 
independently of one another and these are unchanged. This is why
we have some parts that are more similar to our mother and parts
more similar to our father. B: The third law explains that for each
 gene there are a number of alleles and some alleles are dominant 
over others. This means that if the offspring inherits two different 
alleles for a particular trait, only the dominant one will be expressed 
in the organism. But this doesn’t mean that the recessive allele
cannot be passed on to the next generation. A: Mendel’s work was
our first real understanding of genetics which is why he became
known as the ‘father of genetics’ .
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check 
challenge the more able learners? learning? ICT links
 prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity  plot prediction task and use a
with supportive questioning range of oral correction
 provide sentence starters for final writing techniques
task 
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

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Module 1
LESSON: Module 1 Lesson 3 School:
Grammar Adjective complements
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives 11.6.3 - use a variety of adjectives complemented by that, infinitive and wh- clauses on
that this lesson is a wide range of general and curricular topics
contributing to 11.1.4 - evaluate and respond constructively to feedback from others
11.1.6 - organize and present information clearly to others
11.1.8 - develop intercultural awareness through reading and discussion
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
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
11.5.1 - plan, write, edit and proofread work at text level independently on a wide
range of 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
11.5.5 - 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
Lesson objectives All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
ICT skills   Using videos& pictures, working with URLs
Assessment Learners have met the learning objective if they can: speak about the problems and
criteria suggest the solutions to some of the problems in the pictures
Previous learning   Modern Genetics
Plan
Planned timings Planned activities (replace the notes below with your planned Action
activities) Resources
Revision vocabulary from the previous lesson
BEGINNING THE Grammar revision adjectives complements
LESSON

Ex. 7 p. 9 To present/revise adjective complements

PRESENTATION • Direct Ss to the Grammar Reference section and tell them to study
AND PRACTICE the theory. • Then elicit examples from the text. Suggested Answer 
Key Examples in the text: he was happy that, was curious what, he
11.6.3 was confident to, it was sad that
Ex. 8 p. 9   To practise adjective complements
• Explain the task and give Ss time to complete it.
11.6.3 • Check Ss’ answers.
 Answer Key
11.1.4 1c2e3d4a5f6b
11.1.6 Ex. 9 p. 9 Writing To expand the topic
11.1.8 • Give Ss time to research online and find out more information about
11.2.5 Gregor Mendel and his experiments and theories. Then give them
11.3.2 time to use this information to prepare a presentation.
11.3.5 • Ask Ss to present their information to the class. The rest of the
11.5.1 class should ask questions and the Ss presenting should answer them.
11.5.2 Have the class perform peer assessment and evaluate each other’s
11.5.5  performance.
ENDING THE Suggested Answer Key
LESSON Gregor Mendel was born on 22nd July 1822 in a rural area of  
 Hynčice in the Czech Republic. He was very intelligent as a child and 
his parents sent him away to study. After school, he studied a two-
 year philosophy programme where he excelled in the areas of  
mathematics and physics. In 1850, Mendel continued his study of  
mathematics and science at the University of Vienna. He worked 
alongside some of the most notable scientists of that time; Christian
 Doppler, a physicist, Andreas von Ettinghausen, a mathematical 
 physicist and Franz Unger, a botanist. He then became a secondary
 school teacher in Brno in the Czech Republic. Between 1854 and 
1856, Mendel carried out his experiments in hybridization,
 performing tests with 34 varieties of pea plant. These experiments led 
him to develop his laws of inheritance. He was able to understand a
lot about inheritance, including the presence of dominant and 
recessive alleles and the way in which they are inherited. He also was
able to analyse data to produce ratios of traits visible in the offspring 
and calculate different ratios for both the expected phenotype and 
 genotype of the next generation. His findings underpin our 
understanding of inheritance and are the reason he is referred to as
the ‘father of genetics’.
Additional information
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check 
challenge the more able learners? learning? ICT links
 provide support for less able learners in monitor learner language for  Values links
recounting task in the form of a plot line accuracy in opinion feedback 
template task and ask other learners to
 peer correct errors

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Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?

Module 1
LESSON: Module 1 Lesson 4 School:
Taxonomy
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives 11.2.1 - understand the main points in unsupported extended talk on a wide range of 
that this lesson is general and curricular topics, including talk on a growing range of unfamiliar topics
contributing to 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
11.4.2 - understand specific information and detail in extended texts on a wide range of 
familiar and unfamiliar general and curricular topics
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 11.1.8
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
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
11.4.1 - understand complex and abstract main points in extended texts on a wide range
of familiar and unfamiliar general and curricular topics 11.5.2 - use a wide range of 
vocabulary, which is appropriate to topic and genre, and which is spelt accurately
11.5.5 - 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
11.6.1 - use a variety of pre- and post- modifying noun structures on a wide range of 
general and curricular topics
Lesson objectives All learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with support;
Most learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics with some support;
Some learners will be able to:
use an increased variety of reported speech forms for statements, questions and
commands, including indirect and embedded questions with know, wonder on a range
of familiar general and curricular topics without support;
Assessment Learners have used variety of reported speech forms for statements, questions and
criteria commands, using in their own sentences.
ICT skills   Using videos& pictures, working with URLs
Previous learning   Grammar Adjective complements
Plan