XI АНГИЙН АНГЛИ ХЭЛНИЙ СУРГАЛТЫН ЦӨМ ХӨТӨЛБӨРИЙГ

ХЭРЭГЖҮҮЛЭХ СУРАЛЦАХУЙН УДИРДАМЖ

(ЗААВАЛ БА СОНГОН ГҮНЗГИЙРҮҮЛЖ СУДЛАХ АГУУЛГА)

Улаанбаатар

2017

1
Content

Learning objectives

Scheme of work /Compulsory course/

Module 1. Human Voices

Unit 1. Welcome to Learning!
Unit 2. People and Their Jobs
Unit 3. Life Stories
Module 2. Living with Nature
Unit 4. Buildings and Design
Unit 5 Natural Disasters
Unit 6. . Habitat Interactions

Module 3. Free Time

Unit 7. Sports and Entertainment
Unit 8. Possessions and Personal Space

Module 4. Discovering Land and Sea

Unit 9. Great Expeditions
Unit 10. The Wonders of Mongolia

Scheme of work / Elective course/

Module 1. The world we live in

Unit 1. Lifelong Learner

Unit 2. Career Moves
Unit 3. A Different Way of Life

Module 2. Planet Earth

Unit 4. Urbanization
Unit 5. Alternative Sources of Energy
Unit 6. Future of the Earth

Module 3. Changing Lives / Food and Health

Unit 7. Food for Thought

Unit 8. Keep Fit

Module 4. What an Adventure!

Unit 9. A Life of Adventure

Unit 10. Tourism in Mongolia

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 LEARNING OBJECTIVES

Syllabus Compulsory Elective

codes
Listening /High A2/

L1 Understand with limited support the main points in extended talk on a wide range of general and curricular topics

L2 Understand with limited support specific information in extended talk on wide range of general and curricular topics

L3 Understand some of the detail of an argument in extended talk on a wide range of general and curricular topics
L4 Understand some of the implied meaning in extended talk on a wide range of general and curricular topics
L5 Recognize the opinion of the speaker(s) with support in extended talk on a range of general and curricular topics

L6 Deduce meaning from context with support in extended talk on a increasing range of general and curricular topics

L7 Recognise typical features at word, sentence and text level of a growing range of spoken genre

L8 Understand extended narratives on a range of general and curricular topics

Ярих / High A2/ Ярих / Low B1/

S1 Use formal and informal registers in their talk on an increasing
range of general and curricular topics
S2 Ask questions to clarify meaning on an increasing range of
general and curricular topics
S3 Give an opinion at discourse level on an increasing range of
general and curricular topics
S4 Respond with increasing flexibility at both sentence and text
level to unexpected comments on a range of general and
curricular topics
S5 Summarise what others have said on an increasing range of
general and curricular topics
S6 Link comments with increasing flexibility to what others say at
sentence and discourse level in pair, group and whole class
exchanges
S7 Interact with peers to negotiate, agree and organize priorities
and plans for completing classroom tasks
S8 Use appropriate subject-specific vocabulary and syntax to talk
about an increasing range of curricular topics
Use formal and informal language registers in their talk on a growing
range of general and curricular topics
Ask questions to clarify meaning on a growing range of general and
curricular topics
Give an opinion at discourse level on a growing range of general and
curricular topics
Respond with growing flexibility at both sentence and text level to
unexpected comments on a range of general and curricular topics
Summarise what others have said on a growing range of genera; and
curricular topics
Link comments with growing flexibility to what others say at sentence
and discourse level in pair, group and whole class exchanges
Interact with peers to make hypotheses about an increasing range of
general and curricular topics
Use appropriate subject-specific vocabulary and syntax to talk about a
growing range of curricular topics

3
 Уншиж ойлгох /High A2/ Уншиж ойлгох / Low B1/

R1 Understand the main points in texts on a range of unfamiliar
general and curricular topics, including some extended text
types
R2 Understand specific information in texts on a range of
unfamiliar general and curricular topics, including some
extended text types
R3 Read a increasing range of fiction and non-fiction texts on
unfamiliar general and curricular topics with confidence and
enjoyment
R4 Understand implied meaning on an increasing range of
unfamiliar general and curricular topics, including some text
types
R5 Recognise typical features at word, sentence and text level in
an increasing range of written genres
R6 Deduce meaning from context on an increasing range of
unfamiliar general and curricular topics, including some text
types
R7 Recognise the attitude or opinion of the writer on an
increasing range of unfamiliar general and curricular topics,
including some text types
R8 Use a range familiar and unfamiliar paper and digital reference
resources to check meaning and extend understanding
Understand the main points in extended text types on a growing range
of unfamiliar general and curricular topics
Understand specific information in texts on a growing range of
unfamiliar general and curricular topics, including some extended text
types
Read a growing range of fiction and non-fiction texts on unfamiliar
general and curricular topics with confidence and enjoyment
Understand implied meaning on a growing range of unfamiliar general
and curricular topics, including some text types
Recognise the devices a writer uses to express intentions in expended
text types on a growing range of unfamiliar general and curricular
topics
Deduce meaning from context on a growing range of unfamiliar general
and curricular topics, including some text types
Recognise the attitude or opinion of the writer on a growing range of
unfamiliar general and curricular topics, including some text types
Use an increasing range of familiar and unfamiliar paper and digital
reference resources to check meaning and extend understanding

R9 Understand the detail of an argument on an increasing range
of unfamiliar general and curricular topics, including some text
types
R10 Recognise inconsistencies in argument in short texts on an
increasing range of general and curricular subjects
Understand the detail of an argument on a growing range of unfamiliar
general and curricular topics, including some text types
Recognise inconsistencies in argument in texts on a growing range of
general and curricular subjects

Бичих / High A2/

W1 Brainstorm, plan, write, edit and proofread written work at text level with limited support on an increasing range of general and curricular
topics
W2 Write with limited support about factual and imaginary past events, activities and experiences on an increasing range of general and
curricular topics
W3 Write with support about personal feelings and opinions on an increasing range of general and curricular topics
W4 Develop coherent arguments supported when necessary by reasons, examples and evidence for a range of written genres on general
and curricular topics
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 W5 Use with some support style and register appropriate to an increasing range of written genres on general and curricular topics
W6 Use appropriate layout for a range of written genres on an increasing range of general and curricular topics
W7 Spell an increasing range of high-frequency vocabulary accurately on an increasing range of general and curricular topics
W8 Punctuate an increasing range of written work with accuracy on an increasing range of general and curricular topics

Use of English High A2

UE1 Use a range of abstract nouns, compound nouns and a limited range of complex noun phrases on a growing range of general and
curricular topics.
Use a range of uncountable and plural countable nouns after phrases of quantity such as a bottle/a piece/a cup/a slice +of… on a range
of general and curricular topics.
Use a growing range of gerunds as subjects on a growing range of general and curricular topics
UE2 Use a range of quantifiers for countable and uncountable nouns and a range of noun structures qualifying uncountable nouns: a piece of,
a bar of…etc on a range of general and curricular topics.
UE3 Use a growing range of comparative structures of adjectives including (not) as…as, so…as, like, less/more/much…than, on a range of
general and curricular topics.
UE4 Use a range of determiners for countable and uncountable nouns including all (of), both (of), neither (of), either (of), none (of) on a range
of general and curricular topics.
UE5 Use a range of subject and object questions
Use a range of questions including questions involving prepositions at what time, in which direction, from whose
on a range of general and curricular topics.
UE6 Use a range of indefinite pronouns and quantitative pronouns including more, less, a few;
Use possessive adjectives (my, your etc.) in contrast with possessive pronouns (mine, yours etc.)
on a range of general and curricular topics.
UE7 Use a range of simple perfect forms with time adverbials so far, lately, all my life
Use a range of past perfect forms on a range of general and curricular topics.
UE8 Use will you…? for request and Shall we…for suggestion.
Use a range of future perfect forms on a range of general and curricular topics.
UE 9 Use a growing range of active and passive forms for perfect tenses (present, past and future) on a range of general and curricular topics.
UE10 Use a growing range of present continuous forms to express gradual changes on a range of general and curricular topics.
UE 11 Use a wide range of direct and indirect speech forms for statements, questions, commands, requests and suggestions; and some
introductory words: say, ask, tell, suggest, and recommend on a range of general and curricular topics
UE12 Use a limited range of comparative degree adverb structures (not) as quickly as, more/less quickly as with regular and irregular adverbs
on a range of general and curricular topics
UE13 Use a range of modal forms for a range of functions: to be supposed to for obligation, to be allowed to for permission, and mustn’t and
not to be allowed to for prohibition on a range of general and curricular topics
UE14 Use a range of prepositions preceding nouns and adjectives in prepositional phrases
Use a growing range of dependent prepositions following nouns and adjectives
Begin to use dependent prepositions following verbs on a range of general and curricular topics
UE15 Use infinitive forms after a limited range of verbs and adjectives
Use gerund forms after growing range of verbs and prepositions
Use a limited range of prepositional verbs on a range of general and curricular topics.
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 UE16 Use a growing range of conjunctions of contrast (although, even though, whereas) and purpose (so that, to) on a growing range of
general and curricular topics.
UE17 Use wish [that] clauses (present preference)
Use if only/wish [that] clauses (past preferences)
on a limited range of general and curricular topics.

SCHEME OF WORK /compulsory course/

This scheme of work is based on a 35-week-academic year, with 4 Modules being covered in 4 terms. Each unit should be covered in
3 weeks based on the provision of 4 hours of classroom English per week.

Term 1 Term 2 Term 3 Term 4

Module 1. Human Voices
Unit 1. Welcome to Learning!
Unit 2. People and Their Jobs
Unit 3. Life Stories
Module 2. Living with Nature
Unit 4. Buildings and Design
Unit 5 Natural Disasters
Unit 6. . Habitat Interactions
Module 3. Free Time
Unit 7. Sports and Entertainment
Unit 8. Possessions and Personal
Space
Module 4. Discovering Land and
Sea
Unit 9. Great Expeditions
Unit 10. The Wonders of
Mongolia

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TERM 1

MODULE 1. HUMAN VOICES

UNIT 1. WELCOME TO LEARNING

SC Learning Objectives Activities Resources

Use appropriate subject-specific Ss: Talking about which languages are spoken worksheet: which language is
vocabulary and syntax to talk about an where. spoken in these places.
S8 increasing range of curricular topics T: preparing worksheet

Spell an increasing range of high- Ss: Completing a table of countries and national with flags / country silhouettes
frequency vocabulary accurately on an language.
W7 increasing range of general and curricular table with blanks mainly in
topics T: using some posters with flags language column but also some in
country column.

Understand the detail of an argument on Ss: Reading about the multi-lingual nature of the multiple-choice and true / false
an increasing range of unfamiliar general internet and which languages are used for what. tasks
R9 and curricular topics, including some text
types
Understand with limited support the main Ss: Listening about different language aids and multiple-matching task
points in extended talk on a wide range of gadgets.
L1 general and curricular topics

Interact with peers to negotiate, agree and Ss: prepare and give a short presentation on a worksheet: „look at the information
organize priorities and plans for completing „language aid, website, and app. Gadget … etc.. about this language aid below‟
S7 classroom tasks

Use appropriate subject-specific Ss: to present to the class. Think of least 2 ways that would
vocabulary and syntax to talk about an help classmates with their English
S8 increasing range of curricular topics this year.

R1 Understand the main points in texts on a Ss: Reading about countries where a number of multiple –matching task
range of unfamiliar general and curricular languages are used.
topics, including some extended text types

7
 Use a range of determiners for countable
and uncountable nouns including all (of),
UE4 both (of), neither (of), either (of), none (of)
on a range of general and curricular topics.
Use a growing range of conjunctions of
contrast (although, even though, whereas)
UE16 and purpose (so that, to) on a growing
range of general and curricular topics.
Brainstorm, plan, write, edit and proofread
written work at text level with limited
W1 support on an increasing range of general
and curricular topics
Develop coherent arguments supported
when necessary by reasons, examples and
W4 evidence for a range of written genres on
general and curricular topics
Understand with limited support specific
information in extended talk on a wide
L2 range of general and curricular topics
Give an opinion at discourse level on an
increasing range of general and curricular
S3 topics
Deduce meaning from context on an
increasing range of unfamiliar general
R6 and curricular topics, including some text
types
Focusing on determiners /predeterminers neither / worksheet : match the names of
each / all / both .. both of … etc.. the countries / languages to these
statements.
Both of these languages are
spoken in Canada.
Focusing on conjunctions and sentence adverbs to Each of the following languages is
express addition and contrast spoken by more than 200 million
people.
Ss: completing a text on the use of English around worksheet: rewrite / link each pair
the word with missing adverbs/conjunctions Comment [B1]: LO-тэй зөрөөд байгаа ч юм шиг.
of sentences e.g.
French is an official language in Зохиогч дахин нягтална уу.
Canada.
It is only widely spoken in the
Quebec region,
worksheet: complete a
table before writing
Writing: A short article for a school magazine Advantage Example
entitled: „It‟s good to learn languages.‟
Listening about the „original‟ representational multiple –matching ; characters to
idea in some Chinese characters. meaning.
Talking about what English abbreviations and worksheet
acronyms might mean
e.g. etc.. approx
Reading clues about abbreviations and acronyms to worksheet:
deduce what they mean This is typically found at the bottom
of a page.
PTO
8
 Spell an increasing range of high-
frequency vocabulary accurately on an
W7 increasing range of general and
curricular topics
W8 Punctuate an increasing range of written
work with accuracy on an increasing range
of general and curricular topics
Use a growing range of active and passive
forms for perfect tenses (present, past and
UE9 future) on a range of general and curricular
topics.
L2 Understand with limited support specific
information in extended talk on a wide
range of general and curricular topics
UNIT 2. PEOPLE AND THEIR JOBS
SC Learning Objective
S8 Use appropriate subject-specific
vocabulary and syntax to talk about
an increasing range of curricular
topics
L4 Understand some of the implied
meaning in extended talk on a wide
range of general and curricular topics
worksheet ; including images of
comma , dash
Listening and writing down the correct spelling of
punctuation marks next to the symbol in a dictation. , speech marks apostrophe etc..
Focus on the use of the passive structures in the worksheet: decide whether the verb
context of describing language rules. in brackets should be in the passive
or active form..
worksheet: complete with an
English rule e.g.
Listening to a quiz on world languages,
abbreviations, punctuation marks
Activities Resources
Ss: Talking about typical personal noun endings worksheet: can you think of the
used to talk about jobs/positions names two types of job / position
that have these endings:
T: preparing some posters with different jobs
-er - ant - or - ist -ian
-ic
-ee -person/-man/woman
Ss: Listening and writing down what http://www.elllo.org/english/Mixer00
1/T011-FirstJob.htm
job students think people do from what they say.
9

W7 Spell an increasing range of high-frequency
vocabulary accurately on an increasing
range of general and curricular topics
R7 Recognise the attitude or opinion of the
writer on an increasing range of unfamiliar
general and curricular topics, including
some text types
W5 Use with some support style and register
appropriate to an increasing range of
written genres on general and curricular
topics
S8 Use appropriate subject-specific vocabulary
and syntax to talk about an increasing
range of curricular topics
T: preparing worksheet for students
Focusing on the use of gerunds
after certain verbs and prepositions.
Ss: Reading a text about „a day in the life of a worksheet: complete each
fireman‟. sentence summarising the
T: finding and simplifying the reading material for fireman‟s views in the text:
students and preparing worksheet The job sometimes involves..
It can mean ….
Most firemen are interested
in……
You sometimes risk
It‟s really all about …
You‟ll often find me …
multiple-choice task:
How does he feel about ..?
What‟s his view of ..?
Ss: Writing out statements that might Worksheet to complete:
The job sometimes involves..
be made about another recognisable job in a game It can mean ….
and then reading out their descriptions for another Most firemen are interested
students to guess in……
You sometimes risk
T: organizing a game „What‟s my line?‟ It‟s really all about …
You‟ll often find me …
possible display opportunity first person to shout out
correct job wins a point for their team.
Ss: Talking about the different kinds of jobs people worksheet: find at least three jobs
do in different places and writing down job titles you can do in these places.
Images of:
T: pair activity can be suggested hospital
court
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 supermarket

office block

school

department store

hotel

football club

UE1 Use infinitive forms after a limited range of Ss: Complete the sentences worksheet
5 verbs and adjectives
a) to describe a good manager She‟s always keen ______

b) to describe someone who would make a good She finds it hard _______
nurse
She hopes ________

She intends ___

She‟s able ____

She can get people ____

R10 Recognise inconsistencies in argument in Ss: Reading short texts about the qualities that worksheet: find the detail in each
short texts on an increasing range of people have which text which is inconsistent with the
general and curricular subjects overall description
make them good at their jobs.

T: preparing reading text

S2 Ask questions to clarify meaning on
an increasing range of general and
curricular topics
Ss: Asking and answering questions
with another student
T: preparing worksheet for
each student in a pair, students
are given a different
questionnaire to complete
initially.
worksheet: complete each question
with two words e.g.
On a scale of 1 to 5.
_________ of person are you ?
not ambitious - very ambitious.
_____ time do you spend at the
computer?

11

S7 Interact with peers to negotiate, agree
and organize priorities and plans for
completing classroom tasks
L4 Understand some of the implied
meaning in extended talk on a wide
range of general and curricular topics
S3 Give an opinion at discourse level on
an increasing range of general and
curricular topics
UE8 Use a range of future perfect forms on a
range of general and curricular topics.
S7 Interact with peers to negotiate, agree and
organize priorities and plans for completing
classroom tasks
L7 Recognise typical features at word,
sentence and text level of a growing range
of spoken genre
not a lot - loads
Ss: Preparing to say briefly [giving reasons from use completed questionnaire above
questionnaire] to rest of the class what you think a as basis for short talk.
good occupation for your partner would be.
T: mingling activity can be suggested
Ss: Listening to people describing their work http://www.elllo.org/english/1301/T1
situations. 313-Mike-Zoologist.htm
T: preparing worksheet for the listening
Ss: Talking about things you would like / not mind / worksheet: mark these with a tick /
hate future job to involve. cross or [?] maybe.
Driving
T: Class discussion can be suggested working outdoors
sitting at a computer
being my own boss etc…
Focusing on future forms to talk about hopes, plans, worksheet: complete with an
predictions etc.. for future working life. appropriate future form.
I‟ve already decided .. ………….. by
the time I am 21
I hope ……
I don‟t expect ….
………….work with computers .
Ss: listening to each other reading out a statement completed worksheet above
about their futures above and report what they said.
T: communicative activities can be suggested such
as double line, counter circle etc
Ss: Listening to different job advertisement making http://www.elllo.org/english/Games/
different kinds of announcements. G013-JobCenter.html
T: preparing individual worksheet for each student Suggested worksheet: what kind of
job does each speaker do.
A a tour guide
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 B a teacher

C a police officer
D a flight attendant
E a singer
F a coach driver

S5 Summarise what others have said on an Ss: Talking about what different jobs involve worksheet: discuss with another
increasing range of general and curriculur student which of the above jobs
topics involve ;

T: organising mingling activities paperwork

long hours travel

running around

working shifts

risk-taking

controlling

people

R2 Understand specific information in Ss: Reading notices and advertisements for young multiple-matching task:
texts on a range of unfamiliar general person summer jobs.
and curricular topics, including some for which job might these things
extended text types prove an advantage:

T: preparing reading text A having younger brothers and

sisters

B having your own bike

C getting up early

W6 Use appropriate layout for a range of

written genres on an increasing range of
general and curricular topics Ss: Writing an e-mail to express an interest in one
of the summer positions above.

T: appropriate layout should be prepared

13
UNIT 3. LIFE STORIES
SC Learning Objective
S3 Give an opinion at discourse level
on an increasing range of general
and curricular topics
S5 Summarize what others have said on a
increasing range of general and curricular
topics
R1 Understand the main points in texts on a
range of unfamiliar general and curricular
topics, including some extended text types
S2 Ask questions to clarify meaning on an
increasing range of general and curricular
topics
W1 Brainstorm, plan, write, edit and proofread
written work at text level with limited
support on an increasing range of general
and curricular topics
Activities Resources
Ss: Sharing a story about favourite person Questions
• Why did you choose that person
as a favourite?
• Tell us more about that.
• How did that happen?
• When was that?
Ss: Summarizing discussion and giving an overview http://www.human.cornell.edu/fldc/y
of the topic. For example: is/research/upload/LifeStories_Tea
cher.pdf
• We just heard about some of your favourite
people . . . . stories featured
• I heard you talking about several things. – What you admired about these
adults:
What they achieved, their
pathways, their challenges, how
they treat youth, their values, etc
– And their special relationship with
you, how they made a difference in
your life
Ss: Reading a biography about Angelina Jolie http://www.biographyonline.net/acto
rs/angelina-jolie-biography.html
Ss: Interviewing people about their life http://www.tempe.gov/Home/Show
Document?id=30255
T: Pair work activity can be suggested
Ss: Writing a set of interview questions for children Interview question template
same age
14
S2 Ask questions to clarify meaning on an
increasing range of general and curricular
topics
W4 Use with some support style and register
appropriate to an increasing range of
written genres on general and curricular
topics
S5 Summarise what others have said on a
increasing range of general and curriculur
topics
L5 Recognize the opinion of the speaker(s)
with support in extended talk on a range of
general and curricular topics
UE1 Use a growing range of modal forms for a
3 range of functions: to be supposed to for
obligation, to be allowed to for permission,
and mustn’t and not to be allowed to for
prohibition on a range of general and
curricular topics.
UE1 Use wish [that] clauses (present
7 preference)
Use if only/wish [that] clauses (past
preferences) on a limited range of general
and curricular topics
Ss: Going around the classroom and asking each
other
T: Mingling activities can be suggested
Ss: Write a biography about your parents.
Following up the interview questions
Ss: Presenting own writing with several
slides to the class
Ss: Listening and working on the
worksheet and discuss about it
“Real life stories about drug abuse”
T: Prepare a worksheet with some
questions
Ss: Focusing on the modal verbs
Ss: Reading a text “What I Wish I Had Done
Differently with My Addicted Son”
T: focusing on conditionals
15
Use a set of interview questions
which they write in previous activity
Use interview questions above from
the material
Power Point slides
http://www.drugfreeworld.org/real-
life-stories.html
Worksheet:
Children under 18 shouldn‟t be
allowed to go to the bar.
People mustn‟t sell drugs to the
children.
Children need to be educated about
the drug poison or addiction.
http://www.drugfree.org/what-i-
wish-i-had-done-differently-with-my-
addicted-son/
S6 Link comments with increasing flexibility to
what others say at sentence and discourse
level in pair, group and whole class
exchanges
W1 Brainstorm, plan, write, edit and proofread
written work at text level with limited
support on an increasing range of general
and curricular topics
L8 Understand extended narratives on a range
of general and curricular topics
UE7 Use a growing range of simple perfect
forms with time adverbials so far, lately, all
my life
Use a range of past perfect forms on a
range of general and curricular topics
S7 Interact with peers to negotiate, agree and
organize priorities and plans for completing
classroom tasks
R7
Recognise the attitude or opinion of the
writer on a increasing range of unfamiliar
general and curricular topics, including
some text types
UE8 Use a range of future perfect forms on a
range of general and curricular topics
Ss: Discussing the sad part of life story Suggested questions:
Why do people make a wrong
decision?
T: preparing questions Does something influence?
Have you ever had a bad influence
from somebody else?
Ss: Writing own ideas and rules for living happier http://www.theguardian.com/lifeand
style/2014/nov/03/ten-easy-steps-
that-will-make-you-a-happier-
person
S: Listening a story of a teenage refugee https://www.youtube.com/watch?v=
YIJ_0x1q6I8
Ss: Focusing on the conjunctions
T: preparing a worksheet from the listening focusing
on perfect forms
Ss: Talking about the different situations of people‟s In some place of the world,
lives around the world children are living without country
or peaceful life whereas in some
countries children are addicted to
drugs.
Ss: Reading a text “How to tell your own life story?” http://www.quietrev.com/how-to-tell-
your-own-life-story/
Ss: Focusing on the future perfect form Worksheet :
By the 2020, I will be studying in
16

W7 Spell an increasing range of high-frequency
vocabulary accurately on an increasing
range of general and curricular topics
MODULE 2 LIVING WITH NATURE
UNIT 4 BUILDINGS AND DESIGN
SC Learning objectives
S7 Interact with peers to negotiate, agree
and organize priorities and plans for
completing classroom tasks
L1 Understand with limited support the main
points in extended talk on a wide range of
general and curricular topics
L2 Understand with limited support specific
information in extended talk on wide range
of general and curricular topics
R1 Understand the main points in texts on a
range of unfamiliar general and
curricular topics, including some extended
text types
Ss: Writing about your future life story
Activities
Talking about the features of large buildings
Completing and labelling pictures
Listening to the dialogue about famous buildings in
San Francisco
Listening to the dialogue about famous buildings in
San Francisco
Reading about some tall towers challenge
17
America.
And by the year 2025 I will have
finished my university etc….
Resources
Images of buildings, flashcards
http://tryengineering.org/lesson-
plans?cat=35&keyword=
www.elllo.org/english/0350/Q358-
Todd-SFBest.htm
www.elllo.org/english/0350/Q358-
Todd-SFBest.htm
http://tryengineering.org/lesson-
plans?cat=35&keyword=
Burj Khalifa Tower Design and
Construction
(www.burjkhalifa.ae/language/enus/t
he-tower.aspx)

R2 Understand specific information in texts
on a range of unfamiliar general and
curricular topics, including some extended
text types
UE9 Use a growing range of active and passive
forms for perfect tenses (present, past and
future) on a range of general and curricular
topics
W6 Use appropriate layout for a range of
written genres on an increasing range of
general and curricular topics
R8 Use a range familiar and unfamiliar paper
and digital reference resources to check
meaning and extend understanding
Reading about some tall towers challenge
Finding sentences with passive voice from the text
Write a letter to the owner of the Burj Khalifa. Ask
him / her three questions about the building. Give
him / her three suggestions on what they should
offer people who live there. Read your letter to your
partner(s) in your next lesson. Your partner(s) will
answer your questions.
Searching the Internet and find ing out more about
the Burj Khalifa
Share what they discover with your partner(s) in the
18
- CN Tower (www.cntower.ca)
- National Science Education
Standards
(www.nsta.org/publications/nses.asp
x)
- ITEA Standards for Technological
Literacy (www.iteaconnect.org/TAA)
http://tryengineering.org/lesson-
plans?cat=35&keyword=
Burj Khalifa Tower Design and
Construction
(www.burjkhalifa.ae/language/enus/t
he-tower.aspx)
-CN Tower (www.cntower.ca)
- National Science Education
Standards
(www.nsta.org/publications/nses.asp
x)
- ITEA Standards for Technological
Literacy (www.iteaconnect.org/TAA
E.g.
The Burj Khalifa was built in 2009
and is 828 meters high.
http://www.breakingnewsenglish.com
/1001/100105-
worlds_tallest_building.html
http://www.breakingnewsenglish.com
/1001/100105-
worlds_tallest_building.html

S6 Link comments with increasing flexibility to
what others say at sentence and discourse
level in pair, group and whole class
exchanges
R3 Read an increasing range of fiction and
non-fiction texts on unfamiliar general and
curricular topics with confidence and
enjoyment
R6 Deduce meaning from context on an
increasing range of unfamiliar general and
curricular topics, including some text types
S8 Use appropriate subject-specific vocabulary
and syntax to talk about a increasing
range of curricular topics
L5 Recognize the opinion of the speaker(s)
with support in extended talk on a range of
general and curricular topics
S3 Give an opinion at discourse level on
an increasing range of general and
curricular topics
next lesson
Talking about different types of bridges
Reading the text and answering the questions
Reading about the strengths and weaknesses of
different types of bridges
Talking about which bridge to put in which type of
environment
Listening and watching short news reports on the
difficulties of bridge maintenance
Working with other students in a bridge „toothpick‟
challenge
19
http://www.touchstonearchitecture.co
m/?gclid=CMzpisK1qMsCFRJwvAod
7lIElw
pictures about the bridges
http://tryengineering.org/sites/default/
files/lessons/popsiclebridge.pdf
http://www.breakingnewsenglish.com
/1602/160218-the-future-m.pdf
Worksheet:True or false .
Discuss: Bridges always cross
water?
Bridges always carry traffic?
Some bridges are moveable? etc.
Worksheet: multiple-matching
e.g. Which type of bridge might
have the longest span ?
computer access or projected image
task
Challenge worksheet e.g.
From x toothpicks you have to build a
x cm long bridge, capable of
supporting x cent coins.

S3 Give an opinion at discourse level on
an increasing range of general and
curricular topics
S4 Respond with increasing flexibility at
both sentence and text level to
unexpected comments on a range of
general and curricular topics
R8 Use a range familiar and unfamiliar paper
and digital reference resources to check
meaning and extend understanding
W1 Brainstorm, plan, write, edit and
proofread written work at text level with
limited support on an increasing range of
general and curricular topics
R8 Use a range familiar and unfamiliar paper
and digital reference resources to check
Materials x toothpicks and one reel
of cotton and strip of plastisine per
team
Talking about issues in home design Worksheet: Decide which issue is
the most important and least
Students highlight three things that are an issue in important and tell the reason of your
their area and discuss with another student. preference.
space noise light
environment
privacy safety views
heating
maintenance building costs
Talking about their client and features of their Describe in a sentence what could /
design in a short presentation to the class should be done.
Use these verbs: change build knock
down extend replace etc.
Interactive website from Frank Lloyd
Wright
preservation trust
Reading {researching] on a structure to be included Discovery worksheet:
in a class landmark calendar date building started:
date completed:
materials used :
two things that happened during
building: importance of building: etc
Writing an entry for calendar on the history of the guided writing template
construction of student‟s chosen landmark using
notes above
Designing own house or ger Computer access and other
resources
20
 meaning and extend understanding
UNIT 5 NATURAL DISASTERS
SC Learning objectives
S2 Ask questions to clarify meaning on an
increasing range of general and curricular
topics
R8 Use a range familiar and unfamiliar paper
and digital reference resources to check
meaning and extend understanding
R6 Deduce meaning from context on an
increasing range of unfamiliar general and
curricular topics, including some text types
Activities
Talking about the connection between different
types of natural disaster
Checking any unknown words in a dictionary
Reading about different types of disaster
Students read text and deduce which of [the
missing] words best completes each gap.
21
Drawing, making, modelling etc.
Materials: wood, felt, stick
Concentrate on designing national
dwelling
Resources
worksheet ; explain what the
connection is
between these things
hurricane - floods earthquake -
tsunami drought - famine
wildfires - drought
floods - disease
http://www.eslflow.com/Natural_disast
ers.pdf
Gapped text task with missing words
provided in a box
http://www.onestopenglish.com/clil/sec
ondary/english-across-the-
curriculum/topic-based-listening-
lessons/pdf-and-mp3-
content/environment-natural-disasters-
lesson-plan/500943.article
Worksheet:
Complete these short news texts
about Nepal earthquake
http://www.breakingnewsenglish.com/1
505/150504-nepal-earthquake.html
UE7 Use a growing range of simple perfect
forms with time adverbials so far, lately, all
my life
Use a range of past perfect forms on a
range of general and curricular topics
L3 Understand some of the detail of an
argument in extended talk on a wide range
of general and curricular topics
S4 Respond with increasing flexibility at
both sentence and text level to
unexpected comments on a range of
general and curricular topics
L4 Understand some of the implied
meaning in extended talk on a wide range
of general and curricular topics
R10 Recognise inconsistencies in argument in
short texts on an increasing range of
Focusing on perfect forms to give news about
events
Listening to short extracts from TV and radio
journalists reporting from disaster areas
Talking about natural disasters
Check understanding of unknown
words using a dictionary
Marcel from Uruguay talks about the affects of
global warming on his country. - See more at:
http://www.elllo.org/video/1301/1301-Marcel-
GlobalWarming.htm#sthash.Ou1laDv4.dpuf
Reading an article explaining how Qatar has put in
22
Worksheet: Read the news and give a
headline to each of them.
http://www.onestopenglish.com/clil/sec
ondary/english-across-the-
curriculum/topic-based-listening-
lessons/pdf-and-
mp3content/environment-natural-
disasters-lesson-plan/500943.article
Which type of disaster is each report
about?
http://iteslj.org/questions/disaster.html
E.g.
What is a disaster?
Have you ever been in a disaster?
What are some different kinds of
disasters?
What kinds of disasters are common in
your country?
What is the difference between a
typhoon and a hurricane?
What is the difference between a
tornado and a hurricane?
What is disaster insurance?
Worksheet: Listen again and tick
the things implied by what the
speaker says
http://www.elllo.org/video/1301/1301-
Marcel-GlobalWarming.htm
http://marhaba.qa/qatar-reaches-out-
 general and curricular topics
W4 Develop coherent arguments supported
when necessary by reasons, examples and
evidence for a range of written genres on
general and curricular topics
R2 Understand specific information in texts
on a range of unfamiliar general and
curricular topics, including some extended
text types
S7 Interact with peers to negotiate, agree
and organize priorities and plans for
completing classroom tasks
UE1 Use a growing range of modal forms for a
3 range of functions: to be supposed to for
obligation, to be allowed to for permission,
and mustn’t and not to be allowed to for
prohibition on a range of general and
curricular topics
UE9 Use a growing range of active and passive
forms for perfect tenses (present, past and
future) on a range of general and curricular
topics
R3 Read a increasing range of fiction and non-
fiction texts on unfamiliar general and
curricular topics with confidence and
enjoyment
an aid parcel for earthquake victims
Students highlight flaws in reasoning in the article.
Students write a similar article in response to an
emergency Mongolian zud disaster appeal
explaining what they have put in their aid parcel
Reading and researching in groups of three about
simple school bazaar and fun fair games that
students will set up in a charity challenge
Discussing what they need and how they can
organise their stall [activity] in a class fun fair
challenge
Focusing on modals to explain rules and
procedures
Students complete sheet in a way that explains
their game.
Focusing on past and reporting forms
Reading stories of amazing tales of survival in
disaster situations
23
to-help-victims-of-nepal-earthquake/
guided writing template
http://www.scholastic.com/content/coll
ateral_resources/pdf/r/reading_bestpra
ctices_vocabulary_concept.pdf
Resources needed may include ;
packs of cards, floating ships/toys,
bowls of water, music players,
raffle tickets, jars full of beans,
coins etc
Manageable activities would include:
sewing special cloth for Mongolian
domestic animals, preparing food for
young animals, medicine for herders
Worksheet:
You can only …
You mustn‟t …
To win a prize you need to…
Players have to … etc.
Worksheet: discussing with another
student what verb forms should be in a
cloze text on survival in a natural
disaster
Different stories for different pairs of
students in class
Worksheet: generic direct questions
What made „survival‟ possible? etc
http://matadornetwork.com/bnt/eight-
incredible-survival-stories/
S7 Interact with peers to negotiate, agree
and organize priorities and plans for
completing classroom tasks
L8 Understand extended narratives on a range
of general and curricular topics
W2 Brainstorm, plan, write, edit and
proofread written work at text level with
limited support on an increasing range of
general and curricular topics
W8 Punctuate an increasing range of written
work with accuracy on an increasing range
of general and curricular topics
R2 Understand specific information in texts
on a range of unfamiliar general and
curricular topics, including some extended
text types
S6 Link comments with increasing flexibility to
what others say at sentence and
discourse level in pair, group and whole
class exchanges
Students decide with another student on a list of
prompts to note down that will help them recount
their story to the rest of the class
Writing a short entry for a magazine feature entitled:
„Amazing Survivors Tales‟
Disaster dictation
Listen to your teacher‟s dictation, and draw what he
/ she describe here.
Read the message board and then answer the
following questions in small groups.
Survival role play
Teacher will give one of the roles below. Imagine
that you have survived a natural disaster and are
waiting for rescue. Only three of you can be
rescued. You need to justify why you should be one
of the rescued people.
24
http://www.bestcounselingdegrees.net/
10-incredible-climber-survival-stories/
Worksheet: Using your own words as
far as possible summarise your
survivor‟s story in 120 words.
https://www.teachingenglish.org.uk/site
s/teacheng/files/Natural%20disaster%
20lesson%20plan.pdf
https://www.teachingenglish.org.uk/site
s/teacheng/files/Natural%20Disasters
%20Student%20worksheet.pdf
E.g.
A – you are a scientist. You are
currently working on a cure for
Alzheimer‟s disease and you are close
to finding a cure. You are the only
member of the research team who
knows what the exact possible cure is.
You are single and don‟t have any
children.
B – You are a fire fighter. You were
awarded a medal for bravery last
month after saving a family from a
burning house. You are married and
have a small baby. etc.
UNIT 6 HABITAT INTERACTIONS
SC Learning objectives
R2 Understand specific information in texts
on a range of unfamiliar general and
curricular topics, including some extended
text types
UE9 Use a growing range of active and passive
forms for perfect tenses (present, past and
future) on a range of general and curricular
topics
R1 Understand the main points in texts on a
range of unfamiliar general and curricular
topics, including some extended text types
W6 Use appropriate layout for a range of
written genres on an increasing range of
general and curricular topics
S1 Use formal and informal registers in their
talk on an increasing range of general
and curricular topics
R9 Understand the detail of an argument
on an increasing range of unfamiliar
general and curricular topics, including
some text types
L3 Understand some of the detail of an
argument in extended talk on a wide range
of general and curricular topics
Activities Resources
Reading about stages and processes involved in Diagram completion with key terms
photosynthesis
Focusing on the use of present simple [active and Table summary completion
passive forms] in describing processes
[key verbs] of photosynthesis
processes
Reading and researching issues relating to a Different diagrams relating to
diagram in the photosynthesis / aerobic respiration different parts of the carbon dioxide +
cycle water (+ light energy) → glucose +
oxygen process
guided slide template
Writing [producing] a short presentation in pairs for Presentation
the rest of the class
Presenting a short slide presentation to class PowerPoint or other presentations
based around the diagram
Reading and completing short text definitions of Text completion tasks
habitat and adaptation with key words
Listening to descriptions of animals [without names] Worksheet: multiple-matching task
and matching animals to key environmental
adaptation feature e.g. bats owls chameleon
25
UE5 Use a range of subject and object questions
Use a range of questions including
questions involving prepositions at what
time, in which direction, from whose on a
range of general and curricular topics
W8 Punctuate an increasing range of written
work with accuracy on an increasing range
of general and curricular topics
S8 Use appropriate subject-specific vocabulary
and syntax to talk about an increasing
range of curricular topics
W4 Develop coherent arguments supported
when necessary by reasons, examples and
evidence for a range of written genres on
general and curricular topics
L3 Understand some of the detail of an
argument in extended talk on a wide range
of general and curricular topics
S7 Interact with peers to negotiate, agree
and organize priorities and plans for
completing classroom tasks
UE4 Use a growing range of determiners for
countable and uncountable nouns including
all (of), both (of), neither (of), either (of),
none (of) on a range of general and
curricular topics
Focusing on the use of subject and object questions Matching and completion tasks:
definitions of environment / habitat
terms
Working with another student to punctuate [correct] comma insertion / deletion task
short texts involving the use of defining and non-
defining clauses
Discussing with another student terms that relate to Cards to arrange in a food chain
position in a food chain hierarchy
Writing a paragraph explaining a food chain Grass consumer herbivore producer
hierarchy frog consumer carnivore primary
consumer tertiary
Students use the hierarchy arrangement above to
Consumer hawk secondary
write a paragraph consumer grasshopper consumer
Carnivore
Listening and following an animation activity [online] Sentence completion and table
about food chains and food webs completion tasks
Discussing with other students which animals Questions for discussion
complete the missing slots in food webs
Focusing on pre-determiner structures in Worksheet: Complete the statement
statements and questions on food chain roles or question with one word.
____ of these animals is an
omnivore?
sort of consumer is an eagle.?
26

R1 Understand the main points in texts on a
range of unfamiliar general and
curricular topics, including some extended
text types
R1 understand the main points in texts on a
growing range of unfamiliar general and
curricular topics, including some extended
texts
UE7 Use a growing range of simple perfect
forms with time adverbials so far, lately, all
my life
Use a range of past perfect forms on a
range of general and curricular topics
S3 Give an opinion at discourse level
on an increasing range of general and
curricular topics
W4 Develop coherent arguments supported
when necessary by reasons, examples and
evidence for a range of written genres on
general and curricular topics
Reading short texts about food chains to spot which
detail is wrong
Reading about potential causes of changes to
pyramid of numbers in a food chain
Focusing on use of perfect to talk about what has
changed in a situation
Discussing causes for changes in habitat / food
chain numbers
Writing [completing] answers to „What would
happen if ..‟ scenarios in relation to pyramid of
numbers diagrams
27
____ these members of a food chain
are consumers
True of False task
Mixture of questions relating to
projected slides and straightforward
questions
Short text with an incorrect detail to
spot
Multiple-matching tasks
Worksheet: Choose the correct verb
form.
E.g., More people have become /
became vegetarians lately. etc
Projection of a variety of then and
now habitat
images / diagrams
pyramid of number diagrams and
opening lines of response to what
would happen if scenarios
MODULE 3 FREE TIME
UNIT 7 SPORTS AND ENTERTAINMENT
SC Learning Objective
L1 Understand with limited support the main
points in extended talk on a wide range of
general and curricular topics
L2 Understand with limited support specific
information in extended talk on wide range
of general and curricular topics
L6 Deduce meaning from context with support
in extended talk on a increasing range of
general and curricular topics
Activities
Listening to the extended talk about
one‟s favorite sports and then say what
the main points are.
Listening to the extended talk about
one‟s favorite sports and fill in the gaps
and then answer the questions
Listening to excerpts from sporting
commentary and deciding which
sport is being played.
28
Resources
http://www.listenaminute.com/s/sport.html
http://www.manythings.org/voa/sports/3027.
html
Choose the listening materials as a
differentiation activity depending on your
students‟ language proficiency
hhttp://www.manythings.org/voa/sports/302
7.html
ttp://www.listenaminute.com/s/sport.html
E.g. Are you good at sport? I‟m not, but I
love watching and ___________________
sport. My favorite sport is football – the kind
with the round ball, not American football.
___________________ at football when I
was a kid.
1. What sports does he/she like? Why…
https://www.youtube.com/watch?v=spnCzP
ybIzo
multiple-matching task with a few extra
distractors
S3 Give an opinion at discourse level on an
increasing range of general and curricular
topics
S8 Use appropriate subject-specific vocabulary
and syntax to talk about an increasing
range of curricular topics
UE 13 Use a growing range of modal forms for a
range of functions: to be supposed to for
obligation, to be allowed to for permission,
and mustn’t and not to be allowed to for
prohibition on a range of general and
curricular topics.
S1 Use formal and informal registers on an
increasing range of general and curricular
topics
S8 Use appropriate subject-specific vocabulary
and syntax to talk about an increasing
range of curricular topics
Talking about their favorite sports and
what sports equipment they need for
them.
Focusing on compound nouns in talking
about sports equipment. Discussing
which sport an item is used in.
Focusing on the use of modals and near
modals [not allowed to / are supposed to
etc...] to explain rules in different sports.
Talking about physical abilities and
personal qualities.
Focusing on nouns and abstract nouns
to talk about physical abilities and
personal qualities.
29
http://www.enchantedlearning.com/wordlist/
sports.shtml
E.g. ice-hockey stick knee pads
[skateboarding] goalkeeping gloves
Riding hat etc…
http://www.eslgamesplus.com/modal-verbs-
can-could-might-must-should-would-
catapult/
Worksheet for the usage of modal forms
List of vocabulary for the topic
Worksheet: which ones do you need for
success in all sports and which ones in only
some.
E.g. speed concentration strength
competitiveness determination team spirit
motivation fitness hand- eye co-

S3 Give an opinion at discourse level on an
increasing range of general and curricular
topics
R1 Understand the main points in texts on a
range of unfamiliar general and curricular
topics, including some extended text types
R2 Understand specific information in texts on
a range of unfamiliar general and curricular
topics, including some extended text types
R4 Understand implied meaning on an
increasing range of unfamiliar general and
curricular topics, including some text types
R6 Deduce meaning from context on an
increasing
range of unfamiliar general and curricular
Expressing own ideas about physical
abilities and personal qualities.
Reading the passage “Halls of Fame:
Baseball, Basketball and Football” and
discuss about the main points of it.
Rereading the passage and do the
activities such as answering the detailed
questions, filling the missing words and
so on
Working in groups and explain the
underlined words, expressions and
paragraphs beyond the implied meaning
Reading and watching the video “The
Making of the Best-Known Bat in
Baseball, and Pop Culture” and try to
find out the points from the context and
do the followed activities
30
ordination
natural ability knowledge
Prompt expressions for expressing own
ideas and thoughts
http://www.manythings.org/voa/sports/3013.
html
http://www.manythings.org/voa/v/
Worksheet: Guided question
E.g. What is main idea of the passage?
http://www.manythings.org/voa/sports/3013.
html
http://www.manythings.org/voa/v/
http://www.manythings.org/voa/sports/3013.
html
http://www.manythings.org/voa/v/
http://www.manythings.org/voa/v/
Gap – filling, paraphrase, multiple choices
and so on.
 topics, including some text types
S5 Summarize what others have said on
a increasing range of general and curricular
topics
S6 Link comments with increasing flexibility to
what others say at sentence and discourse
level in pair, group and whole class
exchanges
UE9 Use a growing range of active and passive
forms for perfect tenses (present, past and
future) on a range of general and curricular
topics.
S8 Use appropriate subject-specific vocabulary
and syntax to talk about an increasing
range of curricular topics
W2 Write with limited support about factual
and imaginary past events, activities and
experiences on an increasing range of
Listening to the dialogue about popular
sports in Canada and China then
summarizing what they are saying
Working in groups and pairs and talking
about sports based on the speakers‟
dialogues
Focusing on the use of narrative tenses
[active and passive forms] in a text on
Great Olympic games and
achievements. “What should be an
Olympic sport?”
Focusing on the use of narrative tenses
[active and passive forms] in a text on
Great Olympic games and
achievements and discussing about it
Writing a short biography of student‟s
favourite sporting hero for a section in a
student newspaper and corner
31
http://www.elllo.org/english/0851/T889-
Brian-Sports.htm
http://elllo.org/english/Mixer051/T063-
Sports.htm
1) Swimming is a sport that Adrienne likes
to ___.
a) do b) watch
2) What sport does Mark like to watch?
a) football b) all of them
http://www.elllo.org/english/0851/T889-
Brian-Sports.htm
http://elllo.org/english/Mixer051/T063-
Sports.htm
http://www.elllo.org/english/Mixer126/T129-
Olympics.htm
Worksheet complete the stories with the
correct form of the verb in brackets
http://www.elllo.org/english/Mixer126/T129-
Olympics.htm
http://abeged.com/essayPW&A.html
 general and curricular topics
W3 Write with support about personal feelings
and opinions on an increasing range of
general and curricular topics
W7 Spell an increasing range of high-
frequency vocabulary accurately on an
increasing range of
general and curricular topics
UE4 Use a growing range of determiners for
countable and uncountable nouns including
all (of), both (of), neither (of), either (of),
none (of) on a range of general and
curricular topics.
S6 Link comments with increasing flexibility to
what others say at sentence and
discourse level in pair, group and whole
class exchanges
R8 Use a range familiar and unfamiliar paper
and digital reference resources to check
meaning and extend understanding
Writing about own personal feelings
and opinions on sports competition
Writing down words for hobbies based
on the mime of other students
(give each student a hobby to mime)
Focusing on determiners and
predetermines in talking about the range
of hobbies that might be represented in
the class.
Talking about whether hobbies are more
for boys or for girls.
Reading different texts related to
hobbies and films and then saying what
they are
Use paper and digital reference
resources
32
Guided writing template
http://abeged.com/essayPW&A.html
Guided writing template
Prompt cards e.g. Pottery, fishing,
gardening, stamp collecting playing an
instrument, model making ballet etc…
http://www.really-learn-english.com/pre-
determiners.html
Worksheet: tick the statements you agree
with / change those you don‟t
Worksheet: range of hobbies to sort into a
Venn diagram
Worksheet: fill in the words for the hobby
being described.
The best hobbies produce something you
can use. With skill, the right equipment and
plenty of supplies, people who like to __
can be their own tailor, make their own
repairs to clothes and even create their own
wardrobe .etc…
L2 Understand with limited support
specific information in extended talk on
wide range of general and curricular topics
L5 Recognize the opinion of the
speaker(s) with support in extended talk
on a range of general and curricular topics
S3 Give an opinion at discourse level
on an increasing range of general and
curricular topics
W3 Write with support about personal feelings
and opinions on an increasing range of
general and curricular topics
UNIT 8 POSSESSIONS AND PERSONAL SPACE
SC Learning Objective
S4 Respond with increasing flexibility at
both sentence and text level to
unexpected comments on a range of
general and curricular topics
S2 Ask questions to clarify meaning on an
increasing range of general and curricular
topics
Listening to people talking about their
hobbies and interests
Listening to people talking about their
hobbies and interests and working out
what idiomatic phrases mean.
Discussing present ideas for different
young people with different interests.
Writing about own personal feelings
and opinions on entertainments
Activities
Discussing with another student which
things students would find it hardest to
be without.
Asking another student the questions
about the above objects.
33
http://www.elllo.org/english/0301/345-Lesi-
Cookies.htm
Vocabulary and Comprehension quizzes
http://www.elllo.org/english/0301/345-Lesi-
Cookies.htm
http://www.elllo.org/english/0301/345-Lesi-
Cookies.htm
http://abeged.com/essayPW&A.html
Guided writing template
Resources
Pictures of the mentioned objects
Worksheet: rank these things:
bike favorite jacket computer pair of
shoes mobile favorite bag piece of
jewelry music collection and so on
E.g.
What do you wear it/them ___?
Which shop did you buy it ___?
What do you use it ___?
S3 Give an opinion at discourse level on
an increasing range of general and
curricular topics
L1 Understand with limited support the main
points in extended talk on a wide range of
general and curricular topics
L2 Understand with limited support
specific information in extended talk on
wide range of general and curricular topics
L6 Deduce meaning from context with support
in extended talk on an increasing range of
general and curricular topics
R5 Recognise typical features at word,
sentence and text level in an increasing
range of written genres
UE1 Use a growing range of abstract nouns,
compound nouns and a limited range of
complex noun phrases on a growing range
of general and curricular topics.
S3 Give an opinion at discourse level on
an increasing range of general and
curricular topics
Telling another student what they do to
look after the above objects.
Listening to people talk about their
favorite gadgets that they have bought.
Listening to people talk about their
favorite gadgets that they have bought
and answer the questions
Listening again to above speakers and
deciding what they imply about the
device.
Reading advertisements for things
and identifying typical features
Focusing on compound adjectives
Talking about what sort of possessions /
things different compound adjectives
might refer to.
34
http://www.elllo.org/english/Mixer076/T084-
Gadget.htm
http://www.elllo.org/english/Mixer076/T084-
Gadget.htm
1) What does Aki use the computer for?
a) keeping in touch with people
b) purchasing stuff online
c) both things
http://www.elllo.org/english/Mixer076/T084-
Gadget.htm
Worksheet: multiple-matching task: which
speaker is talking about which object.
….a computer ….a cell phone ….a TV
etc.
Multiple-matching task: which speaker
implies.
…the device is overrated …the device is
better than etc…
Worksheet: look at the highlighted phrase in
each advertisement. What is the full
sentence meaning of this phrase?
E.g. good working order / hardly worn.
Worksheet: make a compound adjective
from the sets of words and match to a gap
in the advertisements above.
Worksheet: multi - loved low -
new much- colored second – priced
brand- to-use etc.
L6 Deduce meaning from context with
support in extended talk on an increasing
range of general and curricular topics
L5 Recognize the opinion of the
speaker(s) with support in extended talk on
a range of general and curricular topics
W5 Use with some support style and
register appropriate to an increasing
range of written genres on general and
curricular topics
UE14 Use a growing range of prepositions
preceding nouns and adjectives in
prepositional phrases
S1 Use formal and informal registers in their
talk on an increasing range of general
and curricular topics
R1 Understand the main points in texts on a
range of unfamiliar general and
Listening to people talk about
possessions they want to sell or give
away.
Listening to people talk about
possessions they want to sell or give
away again and recognize the speaker‟s
opinion
Writing an advertisement for something
to sell or give away to put in a school
newsletter and announcement board
Focusing on phrasal verbs relating to
possessions / common objects.
Discussing which verbs follow which
pattern when used with a pronoun.
Reading a quiz about: „How organised
are you?
35
https://www.elllo.org/english/1051/1073-
Diego-FreeStuff.htm
http://elllo.org/english/0951/Q951-Mel-
FleaMarket.htm
https://www.elllo.org/english/1051/1073-
Diego-FreeStuff.htm
http://elllo.org/english/0951/Q951-Mel-
FleaMarket.htm
Worksheet:
A multi-purpose B fully-
equipped
C well-behaved D hand-made
E 19th-century
https://www.englishclub.com/grammar/verb
s-phrasal-verbs_1.htm
http://www.grammar-
quizzes.com/presten5d.html
Worksheet: tell another student about
something…
… you usually hang up .. … you rarely
take out …. you sometimes lock up
…. you might save up for.. … you would
never give
away
….don „t really look after . etc.
http://www.testq.com/career/quizzes/150-
how-organized-are-you?page=2
 curricular topics, including some extended
text types
R2 Understand specific information in texts
on a range of unfamiliar general and
curricular topics, including some extended
text types
L1 Understand with limited support the main
points in extended talk on a wide range of
general and curricular topics
L2 Understand with limited support specific
information in extended talk on wide
range of general and curricular topics
L8 Understand extended narratives on a range
of general and curricular topics
S7 Interact with peers to negotiate, agree
and organize priorities and plans for
completing classroom tasks
Reading a quiz about: „How organised
are you?
Answering and testing themselves
Listening and finding out what the main
problem is with someone‟s possessions.
Listening and identifying what the
problem is with someone‟s possessions.
Listening and understanding in details of
extended narrative what the problem is
with someone‟s possessions.
Talking about what you would do in
awkward situations.
36
http://www.gotoquiz.com/how_organized_ar
e_you
Quizzes paper/online
http://www.elllo.org/Worksheets/0851/896-
Suitcase.pdf
Main Points: Answer the following
questions about the interview.
http://www.elllo.org/Worksheets/0851/896-
Suitcase.pdf
http://www.elllo.org/english/0851/T896-JN-
Case.htm
Matching the phrases with the examples
Filling the gaps with correct phrases
Matching the sayings with the speakers and
so on.
http://www.elllo.org/english/0851/T896-JN-
Case.htm
multiple-matching: who
has
A:left something at home

W3 Write with support about personal feelings
and opinions on an increasing range of
general and curricular topics
S6 Link comments with increasing flexibility to
what others say at sentence and discourse
level in pair, group and whole class
exchanges
W4 Develop coherent arguments supported
when necessary by reasons, examples and
evidence
for a range of written genres on general and
curricular topics
Choosing one of the awkward situations
and writing what solutions would he/she
do
Reading [researching] a personalized
gift ideas in pairs
Talking about what would make the best
gift.
Writing down a description of the best
gift ever they have received
37
B: just lost something
C damaged something
they borrowed
D: just got something back broken
E: forgotten where they‟ve put something
F: left somebody something to return
etc…
Worksheet: you secretly borrow someone‟s
I-pod but break it accidently
You read someone‟s personal mail but spill
coffee on it before you put it back in the
envelope. Etc.
Display opportunity or presentation
http://www.elllo.org/english/0801/T841-
Anja-Gift.htm
Anja is talking about the gift giving traditions
of her family during the holidays.
Guided writing templates
MODULE 4. DISCOVERING LAND AND SEA
UNIT 9. GREAT EXPEDITIONS
SC Learning objectives
R9 Understand the detail of an argument on an
increasing range of unfamiliar general and
curricular topics, including some text types
UE9 Use a growing range of active and passive
forms for perfect tenses (present, past and
future) on a range of general and curricular
topics
UE10 Use a growing range of present continuous
forms to express gradual changes on a
range of general and curricular topics
S3 Give an opinion at discourse level on an
increasing range of general and curricular
topics
L1 Understand with limited support the main
points in extended talk on a wide range of
general and curricular topics
W1 Brainstorm, plan, write, edit and proofread
written work at text level with limited support
on an increasing range of general and
curricular topics
R10 Recognise inconsistencies in argument in
short texts on an increasing range of general Sir Arthur Conan Doyle with some lines
and curricular subjects
R3 Read an increasing range of fiction and
non-fiction texts on unfamiliar general and
curricular topics with confidence and
enjoyment
UE16 Use a range of conjunctions of contrast
(although, even though, whereas) and
Activities and methodology Resources
Reading about the sinking of the Titanic true / false and multiple choice tasks
and the impact this event had
Focusing on use of simple past, past
continuous, simple perfect in the final
part of above text.
Talking about how you might find and text completion task and matching of uses
explore a ship wreck. of past perfect and past continuous to
examples in the text
Listening to a member of the expedition worksheet : how might these things be
that found the wreck of the Titanic and useful
describe how they did it and salvaged
items
Watching a short you-tube video of the divers robots computers submersibles
initial discovery footage. as a lead-in to airplanes cameras licenses GPS lights
a piece of „empathy‟ story writing buoys
IGCSE true false listening task
continue the story: As I watched the
images, I knew we were making history
Reading a jumbled short biography of worksheet ; order this biography of Conan
Doyle‟s life removing the sentences that do
that do not belong not belong
Reading an extract from the opening of
the story [abridged version] The Lost
World
Focusing on sentence adverbs and yes / no / doesn‟t say task
conjunctions
38
 purpose (so that, to) on a growing range of
general and curricular topics
UE12 Use a limited range of comparative degree complete these sentences to summarise
adverb structures (not) as quickly as, information from the opening of the story
more/less quickly as with regular and
irregular adverbs on a range of general and
curricular topics
L6 Deduce meaning from context with support in Listening to and watching the __________ even he old had a few note
extended talk on an increasing range of continuation of the story [modern film books. Although Challenger wasn‟t sure he
general and curricular topics version] would return, etc…

viewing guide: on this expedition what do

they have as:

- scientific equipment
- recording equipment
- medical supplies
- food supplies
- shelter
- weapons
- evacuation plans
- protective clothing
- local knowledge etc.
S7 Interact with peers to negotiate, agree and Talking about big events history of flight first dog in space first passenger jet plane
organize priorities and plans for completing and space travel in a date guessing first man in space
classroom tasks game
Students speculate how long before / first successful landing on Mars
after the given date each milestone was first manned flight first helicopter flight
first space tourist first woman in space
1963 first man on moon

R4 Understand implied meaning on an Reading about first moon landing

increasing range of unfamiliar general and expedition and how the world reacted to
curricular topics, including some text types it

L5 Recognize the opinion of the speaker(s) with Listening to people describe what they multiple-choice tasks
support in extended talk on a range of remember and think about moon landing
general and curricular topics day
W1 Brainstorm, plan, write, edit and proofread Writing a „Dear Earth‟ postcard poem multiple-matching task
written work at text level with limited support from the moon
on an increasing range of general and
39
 curricular topics
L5 Recognize the opinion of the speaker(s) with Listening to an explorer who is multiple-choice questions
support in extended talk on a range of going on a BBC television
general and curricular topics expedition a remote area of Papua
New Guinea

UE 9 Use a growing range of active and passive Focusing on a range of future forms worksheet: look at the statements form the
forms for perfect tenses (present, past and interview and match to a „future form‟ use
future) on a range of general and curricular
topics.
R2 Understand specific information in texts on a Reading an article about the discoveries worksheet: complete a description of the
range of unfamiliar general and curricular of the expedition while making the project from a TV magazine/press release
topics, including some extended text types programme
UE 9 Use a growing range of active and passive
forms for perfect tenses (present, past and
future) on a range of general and curricular
topics.
UE11 Use a wide range of direct and indirect Focusing on reported speech to report true / false task
speech forms for statements, questions, what was said before after an event
commands, requests and suggestions; and
some introductory words: say, ask, tell,
suggest, and recommend on a range of
general and curricular topics
L5 Recognize the opinion of the speaker(s) with Listening to and watching an extract reporting „future‟ statements after the event
support in extended talk on a range of from the expedition programme and commenting on outcome
general and curricular topics Expedition New Guinea [BBC] We hope we‟ll at least one new species
They had ____________ etc

viewing guide ; direct questions on views of

narrator and participants

UNIT 10. THE WONDERS OF MONGOLIA

SC Learning objectives Activities and methodology Resources

S1 Use formal and informal registers in their Text about Mongolian museums and visit Worksheet : word-building exercise
talk on an increasing range of general and experiences focusing on museum related words
curricular topics

40
S7 Interact with peers to negotiate, agree and
organize priorities and plans for completing
classroom tasks
R2 Understand specific information in texts on
a range of unfamiliar general and curricular
topics, including some extended text types
W1 Brainstorm, plan, write, edit and proofread
written work at text level with limited support
on an increasing range of general and
curricular topics
UE1 Use a growing range of abstract nouns,
compound nouns and a limited range of
complex noun phrases on a growing range
of general and curricular topics.
Use a range of uncountable and plural
countable nouns after phrases of quantity
such as a bottle/a piece/a cup/a slice +of…
on a range of general and curricular topics.
Use a growing range of gerunds as subjects
on a growing range of general and
curricular topics
L2 Understand with limited support specific
information in extended talk on wide range
of general and curricular topics
UE9 Use a growing range of active and passive
forms for perfect tenses (present, past and
future) on a range of general and curricular
topics.
S8 Use appropriate subject-specific vocabulary
and syntax to talk about an increasing range
of curricular topics
Watching a video extract of Natural history Video extract and viewing task
museum and discussing the most interesting
sections
Reading about Natural history museum multiple-choice and test summary
completion tasks
Working with another student to write a guided writing template
welcome to the museum poster for foreign
guest
Telling your friend where to go what to see in Using plan worksheet of museum
the museum using You should/ shouldn’t...
Listening and watching about T.Bataar
dinosaur Worksheet: a range of direct questions
e.g., When was the dinosaur found?
Pre-teach vocabulary:
Skeleton, fossilized bones, a skull,
jawbones, palaeontologist, fossils,
specimen etc
Focusing on the use of active and passive
forms
Students prepare and give a short Worksheet: presentation template
presentation in groups using facts from
listening about dinosaurs allow students to project visual and use
board in giving their presentations
To present to the class
41
R7 Recognise the attitude or opinion of the
writer on an increasing range of unfamiliar
general and curricular topics, including
some text types
W1 Brainstorm, plan, write, edit and proofread
written work at text level with limited support
on an increasing range of general and
curricular topics
R1 Understand the main points in texts on a
range of unfamiliar general and curricular
topics, including some extended text types
L2 Understand with limited support specific
information in extended talk on wide range
of general and curricular topics
S7 Interact with peers to negotiate, agree and
organize priorities and plans for completing
classroom tasks
S6 Link comments with increasing flexibility to
what others say at sentence and discourse
level in pair, group and whole class
exchanges
Reading a text about a mummy found in
Mongolia focusing on opinion of the writer
Writing an email to a friend about the dinosaur Worksheet: writing template
/ mummy explaining what you saw and felt
Test for prior knowledge: what do we know
about mining? Quick discussion
Reading written text - Students are provided
with a document (adverbs of order are used
to explain mining processes) – technical
document on copper mining. (firstly,
secondly, then it…). Scaffold key terms
(subject-specific language)
Watching media report (quite objective) that
provides an introduction into social,
environmental and political impacts of mining
Inquiry-based learning task (IBL). Students
divide into groups of 4. Each student is
allocated a role within the group, and each
group explores a different (stakeholder)
perspective (to present at the conference
held during the third lesson. Discuss internet
search terms as a class (scaffold language),
then research at work stations using
computers, books, each other.
Talking about mining from various points of
view (unskilled labourer, mining company
42
Worksheet: identify facts and opinions
Technical document – mining
processes.
Reading of a technical document,
including diagrams. Scaffolding of terms
News story and map showing mine sites
in MNG are provided
Listening for understanding – view short
documentary before graphing some
social, environmental and political
consequences of mining on a mind-map.
Computers and internet provided (and/or
books) for inquiry task
Group research task. Prepare an
argument on the pros or cons about
mining from a perspective.
Present within a conference setting.
Each write a brief summary of the costs
and benefits of mining Mongolia.
Additional detail: Each group member
takes primary responsibility for an aspect
of the project: (1 – relevant images on a
 executive, economic policy workers, etc.)
Student groups each produce an argument
(submit a briefing note) and present to a
„professional audience‟. Student work is
focused on the pros or cons of large-scale
mining activity from the perspective of their
stakeholder. It should be persuasive.
PPT presentation, 2 – present to
conference group, 3 – briefing note, 4 –
coordinator/time-keeper and reflection
writer – report on how group members
worked together)

Grade 11 /elective course/

Term 1 Term 2 Term 3 Term 4

Module 1. The world we live in
Unit 1. Lifelong Learner
Unit 2. Career Moves
Unit 3. A Different Way of Life
Module 2. Planet Earth
Unit 4. Urbanization
Unit 5. Alternative Sources of
Energy
Unit 6. Future of the Earth
Module 3. Changing Lives / Module 4. What an Adventure!
Food and Health
Unit 7. Food for Thought Unit 9. A Life of Adventure
Unit 8. Keep Fit Unit 10. Tourism in Mongolia

MODULE 1. THE WORLD WE LIVE IN

UNIT 1. LIFELONG LEARNER

SC Learning Objective Activities Resources

S8 Use appropriate subject-specific Ss: Talking about own first teacher and Worksheet:
vocabulary and syntax to talk schooling. Who was your first teacher in your life?
about a growing range of Who do you think so?
curricular topics What was your first school?
Do you agree with that child‟s first
school is home and first teachers are
parents?
W1 Brainstorm, plan, write, edit and proofread Ss: making lists of reasons why people need Suggested lists
written work at text level with limited support education
on an increasing range of general and - To prepare for work
curricular topics - To open our mind
- To live better

43
S3 Give an opinion at discourse level on a Ss: Talking about education stages Worksheet:
growing range of general and curricular Early childhood education
topics  - Preschool
 - Kindergarten
Primary education
- Primary school
- Middle school
Secondary education
- High school
 Junior high
school
 Senior high
school
Tertiary education
- Higher education
 Undergraduat
e
 Post graduate
- Vocational education
- Further continuing
R8 Use an increasing range of familiar and Ss: Matching exercise differences between: Worksheet:
unfamiliar paper and digital reference - An undergraduate
resources to check meaning and extend Undergraduate, graduate, postgraduate student is a student
understanding programs who is studying for
his/her first degree
- Graduate
Once the student has
a first degree, he/she
is called a graduate
- Postgraduate
a student who has
obtained a degree
from a university, etc,
and is pursuing
studies for a more
advanced qualification
L5 Recognize the opinion of the speaker(s) Ss: Listening to the importance of lifelong https://www.youtube.com/watch?v=fZ
with support in extended talk on a range of learning mt2EmBqBU
general and curricular topics

44
UE1 Use a growing range of gerunds as subjects
on a growing range of general and
curricular topics
R3 Read a growing range of fiction
and non-fiction texts on
unfamiliar general and curricular
topics with confidence and
enjoyment
R7 Recognise the attitude or
opinion of the writer on a
growing range of unfamiliar
general and curricular topics,
including some text types
L5 Recognize the opinion of the speaker(s)
with support in extended talk on a range of
general and curricular topics
S4 Respond with growing flexibility at both
sentence and text level to unexpected
comments on a range of general and
curricular topics
Ss: Focusing on the gerund as a subject from
the listening material
Ss: Reading about different people‟s story
who are learning successfully
Ss: reading and writing a summary about
how to create individual learning plan.
Ss: Listening and understanding about self-
directed learning
Ss: asking and answering questions about
self-directed learning.
45
https://www.uwosh.edu/llce/ansr/stude
nt-stories
http://www.itslearning.eu/Websites/itsle
arninguk/Images/Documents/whitepap
er_ilp.pdf
https://www.youtube.com/watch?v=i8m
wMIMoTkc
Questions :
Have you ever had an individual
learning plan?
Who will the ILP benefit?
 W6 Use appropriate layout for a range
of written genres on an increasing
range of general and curricular
topics
UNIT 2. CAREER MOVES
SC Learning Objectives
L2 Understand with limited support specific
information in extended talk on a wide
range of general and curricular topics
R7 Recognise the attitude or opinion of the
writer on a growing range of unfamiliar
general and curricular topics, including
some text types
S7 Read a growing range of fiction and non-
fiction texts on unfamiliar general and
curricular topics with confidence and
enjoyment
R3 Read a growing range of fiction and non-
fiction texts on unfamiliar general and
Ss: Writing individual long and short term
learning plan
Activities Resources
Ss: Listening “A career change story” https://www.youtube.com/watch?v=YrJ
iMR5dCMQ
T: Preparing some questions to find the
specific information
Ss: Reading a job advertisement and discuss http://www.careermovesgroup.co.uk/se
what type of person suits with arch-results/
Ss: Talking about CV, what do you know Related questions:
about it? What is a CV?
When should a CV be used?
What information should a CV include?
Ss: Reading a CV example http://www.kent.ac.uk/careers/cv/casua
46
 curricular topics with confidence and
enjoyment
L1 Understand with limited support the main
points in extended talk on a wide range of
general and curricular topics
W6 Use appropriate layout for a range of
written genres on an increasing range of
general and curricular topics
R6 Deduce meaning from context on a growing
range of unfamiliar general and curricular
topics, including some text types
L8 Understand extended narratives on a range
of general and curricular topics
UE15 Use a limited range of prepositional verbs
on a range of general and curricular topics.
S4 Respond with growing flexibility at both
sentence and text level to unexpected
comments on a range of general and
curricular topics
l-work-cv.htm
Ss: Listening “How to write a good CV” https://www.youtube.com/watch?v=PT
byvLGqTR4
T: preparing listening task
Ss: Writing own CV
T: Preparing and finding a suitable layout
Ss: Matching interview questions with the http://biginterview.com/blog/interview-
suitable options questions-answers
matching worksheet:
T: preparing matching exercise worksheet for 1. Tell me about yourself?
individual a. Your elevator pitch
that gives the interviewer a
quick idea of who you are – for
better or worse.
2. Describe your current
position?
b. One of the easier
questions to answer – but
you‟ll still need to use it to
highlight your job-relevant
greatness etc
Ss: Listening about job interview skills https://www.youtube.com/watch?v=1m
HjMNZZvFo
T: preparing multiple choice tasks
Ss: Focusing on prepositional phrases http://www.chompchomp.com/terms/pr
epositionalphrase.htm
Ss: Taking a job interview Worksheet:
Use the questions above
T: Pair work activities can be suggested
47
 R3 Read a growing range of fiction and non-
fiction texts on unfamiliar general and
curricular topics with confidence and
enjoyment
W7 Spell an increasing range of
high-frequency vocabulary
accurately on an increasing
range of general and
curricular topics
UNIT 3. A DIFFERENT WAY OF LIFE
SC Learning Objective
S7 Interact with peers to make hypotheses
about an increasing range of general and
curricular topics
S8 Use appropriate subject-specific vocabulary
and syntax to talk about a growing range of
curricular topics
R2 Understand specific information in texts on
a growing range of unfamiliar general and
curricular topics, including some extended
text types
UE3 Use a growing range of comparative
structures of adjectives including (not)
as…as, so…as, like less/more…than, more
and more…, less and less…, harder and
harder…, and better and better…on a
range of general and curricular topics
Ss: Reading about different success stories http://www.careershifters.org/success-
stories
T: preparing reading material
Ss: Writing a summary about one of the http://www.wikihow.com/Write-a-
success stories Summary
T: teaching students how to write a summary
with PP slides
Activities Resources
Ss: Talking about the synonyms or related http://www.macmillandictionary.com/th
words to “Ways of life” esaurus-category/british/ways-of-life
T: Preparing matching exercise
Ss: Discussing what would be the best tips
for a good life
T: Pair activities can be suggested
Ss: Reading the 39 ways to live http://www.dumblittleman.com/2009/06
/39-ways-to-live-and-not-merely-
T: Choosing the most appropriate tips for exist.html
students
Ss: Comparing own tips with the reading http://www.grammar-
material above quizzes.com/morethan.html
T: Preparing worksheet with comparisons
48
W7 Spell an increasing range of high-frequency
vocabulary accurately on an increasing
range of general and curricular topics
R3 Read a growing range of fiction and non-
fiction texts on unfamiliar general and
curricular topics with confidence and
enjoyment
W5 Use with some support style and register
appropriate to an increasing range of
written genres on general and curricular
topics
L2 Understand with limited support specific
information in extended talk on wide range
of general and curricular topics
S4 Respond with growing flexibility at both
sentence and text level to unexpected
comments on a range of general and
curricular topics
S1 Use formal and informal language registers
in their talk on a growing range of general
and curricular topics
Ss: Writing own tips for better life
T: Giving some ideas what the tips can be
Ss: Reading a text “Making a Different Way http://forusa.org/fellowship/2004/may-
june/making-different-way-life/12045
of Life”
T: Helping students with new vocabulary
words
Ss: Writing a summary for the reading text http://public.wsu.edu/~mejia/Summary.
above htm
T: Helping students how to write a summary
Ss: Listening to the dialogue about “Long http://www.elllo.org/english/0951/T992-
life” Monica-LongLife.htm
T: Individual worksheet is needed
Ss: Talking about the benefit of healthy way http://stress.about.com/library/lifestyleq
of living uiz/bl_lifestyle_quiz.htm
T: Preparing a quiz for each student
Ss: Talking about own future intentions for Flip chart for writing and presenting
living better. Present it to the class. ideas
T: Organizing a class discussion under the
topic “a different way of life”
49
TERM 2
MODULE2 PLANET EARTH
UNIT 4 URBANIZATION
SC Learning objectives
S3 Give an opinion at discourse level on a
growing range of general and curricular
topics
S7 Interact with peers to make hypotheses
about an increasing range of general and
curricular topics
S6 Link comments with growing flexibility to
what others say at sentence and discourse
level in pair, group and whole class
exchanges
R1 Understand the main points in extended
text types on a growing range of unfamiliar
general and curricular topics
R2 Understand specific information in texts on
a growing range of unfamiliar general and
curricular topics, including some extended
Activities
Talking in pairs or groups about population /
living in cities / interesting statistics / mega
cities / migration / urbanization / ageing / …
Talking about population trends in your
country
Which are the biggest cities?
Are people moving into the cities?
Is it good?
In pairs / groups, write down five problems
that mega cities will have in the future. Once
you have five problems, discuss possible
solutions.
Tell your problems to other groups and ask
for their solutions.
Reading about population growth
Reading the text and decide T/ F statements
/ synonyms/phrase match / questions
50
Resources
To make things more dynamic, try
telling your students they only have
one minute (or 2) on each chat topic
before changing topics / partners.
Change topic / partner frequently to
energize the class.
http://michaelplatt.weebly.com/
Prepare worksheet
Use info graphic data
List of problems mega cities have
http://www.breakingnewsenglish.com/0
502/18.population.html
http://www.breakingnewsenglish.com/0
502/18.population.html
 text types

W7 Spell a wide range of high-frequency Putting the missing words under each http://www.breakingnewsenglish.com/0
vocabulary accurately on a increasing paragraph into the gaps 502/18.population.html
range of general and curricular topics

W4 Develop coherent arguments supported Making questions to the paragraph or Text with arguments
when necessary by reasons, examples and statements
evidence for a range of written genres on
general and curricular topics

S4 Respond with growing flexibility at both Asking each other questions Questions for discussion
sentence and text level to unexpected
comments on a range of general and http://www.breakingnewsenglish.com/0
curricular topics 502/18.population.html

S8 Use appropriate subject-specific vocabulary Read the headline and guess what‟s the Use T/ F statements from the link
and syntax to talk about an growing range article about
of curricular topics

L1 Understand with limited support the main Listening to the article and answer http://www.breakingnewsenglish.com/1
points in extended talk on a wide range of 202/120228-child_poverty.html
general and curricular topics

L2 Understand with limited support specific Listening to the article again and fill the gap http://www.breakingnewsenglish.com/1
information in extended talk on wide range 202/120228-child_poverty.html
of general and curricular topics

S3 Give an opinion at discourse level on a Talking about urbanization asking and https://sites.psu.edu/kalynn808/categor
growing of general and curricular topics answering the questions y/uncategorized/

http://stickyball.net/adult/268.html

R1 Understand the main points in extended Reading the article and answering http://stickyball.net/adult/268.html
text types on a growing range of unfamiliar comprehension questions
general and curricular topics

R2 Understand specific information in texts on Reading the article again and make a debate http://stickyball.net/adult/268.html
a growing range of unfamiliar general and
51
 curricular topics, including some extended between groups
text types

S1 Use formal and informal registers in their Brainstorming urban complaints http://www.eslflow.com/Urban_complai
talk on a growing range of general and nts_2.pdf
curricular topics
Worksheet

S5 Summarise what others have said on a Exchanging worksheets and prepare talking Think-Pair-Share
growing range of general and curricular
topics

W2 Write with minimal support about factual Writing facts the world‟s biggest cities 1950s http://www.onestopenglish.com/clil/sec
and imaginary past events, activities and and now ondary/geography/pdf-
experiences on a growing range of general content/urbanization-and-world-
and curricular topics population/500514.article

S7 Interact with peers to make hypotheses Talking about the biggest cities using world World map
about an increasing range of general and map
curricular topics

MODULE2 PLANET EARTH

UNIT 5 ALTERNATIVE SOURCES OF ENERGY

SC Learning objectives Activities Resources

S4 Respond with growing flexibility at both
sentence and text level to unexpected
comments on a range of general and
curricular topics
Thinking and answering the questions E.g.
-I woke up - My alarm clock uses
e.g., How much energy have you used electricity.
today? - I had a shower - The shower uses
gas to heat the water.
-I listened to the radio - The radio uses
electricity.
-I had toast for breakfast - The toaster
uses electricity.
- I had coffee - The coffee maker uses
52

W4 Develop coherent arguments supported
when necessary by reasons, examples and
evidence for a wide range of written genres
on general and curricular topics
S2 Ask questions to clarify meaning on a
growing range of general and curricular
topics
R1 Understand the main points in extended
text types on a growing range of unfamiliar
general and curricular topics
R3 Read a growing range of fiction and non-
fiction texts on unfamiliar general and
curricular topics with confidence and
enjoyment
S8 Use appropriate subject-specific vocabulary
and syntax to talk about an growing range
of curricular topics
Match the definitions on the right with the
energy source on the left.
In pairs / groups asking and answering the
questions
Reading about an invention that uses
alternative energy
Reading the paragraphs
Role playing the situations
53
gas.
- I got the bus to school - The bus to
get to school uses petrol.
-I went to class - The classroom uses
electricity for the lighting and heating.
etc
https://www.teachingenglish.org.uk/site
s/teacheng/files/Green%20energy%20l
esson%20plan.pdf
Matching table
E.g.
Which of the sources are renewable?
Where does the energy you use come
from?
https://www.teachingenglish.org.uk/site
s/teacheng/files/Green%20Energy%20
reading%20texts%20and%20role%20c
ards.pdf
https://www.teachingenglish.org.uk/site
s/teacheng/files/Green%20Energy%20
reading%20texts%20and%20role%20c
ards.pdf
E.g.
-You want to convince your school to
use more renewable energy. You think
that global warming is a big problem
and you want to try and reduce the
effect your school has on the

S4 Respond with growing flexibility at both
sentence and text level to unexpected
comments on a range of general and
curricular topics
S3 Give an opinion at discourse level on a
range of general and curricular topics
S1 Use formal and informal language registers
in their talk on a growing range of general
and curricular topics
R1 Understand the main points in extended
text types on a growing range of unfamiliar
general and curricular topics
R2 Understand specific information in texts on
a growing range of unfamiliar general and
curricular topics, including some extended
text types
In pairs / groups discussing about energy
about own country
Asking each other questions
Talking about taxis
In pairs / groups, decide which of these
topics or words from the article are most
interesting and which are most boring.
Matching the synonyms
54
environment. Try to convince your
school‟s director that he/she should
invest in renewable energy
- You are the director of the school.
You think it would be a good idea to
change to renewable energy but you
are worried that changing to renewable
energy is very expensive. You want to
spend the school‟s money on other
things
http://www.esldiscussions.com/e/energ
y.html
Questions for discussion
http://www.eslconversationquestionson
line.com/alternative-energy/
Provide with guided questions
http://www.breakingnewsenglish.com/0
809/080915-alternative_energy.html
United Nations / green transport / solar
power / zero emissions / carbon
neutral / environmentally friendly /
energy saving / climate change / global
warming
Use the link above
S6 Link comments with growing flexibility to
what others say at sentence and discourse
level in pair, group and whole class
exchanges
L1 Understand with limited support the main
points in extended talk on a wide range of
general and curricular topics
L2 Understand with limited support specific
information in extended talk on wide range
of general and curricular topics
S3 Give an opinion at discourse level on a
growing range of general and curricular
topics
S7 Interact with peers to make hypotheses
about an increasing range of general and
curricular topics
R4 Understand implied meaning on a growing
range of unfamiliar general and curricular
topics, including some text types
R7 Recognise the attitude or opinion of the
writer on a growing range of unfamiliar
general and curricular topics, including
some text types
W2 Write with limited support about factual
and imaginary past events, activities and
experiences on an increasing range of
general and curricular topics
Write your thoughts on the solutions below to
save energy. Would your life change? Share
your ideas with your partner(s).
Watching video listening and answer: What‟s
the video about?
Answering the quiz questions
Discussing about green energy Comparing
Mongolian context with one of developed
country
Brainstorming ideas about alternative energy
sources in Mongolia
What do you think the words mean?
What the author thinks about renewable
energy?
Spare a Watt save a lot project work
55
http://www.breakingnewsenglish.com/0
809/080915-alternative_energy.html
http://www.esolcourses.com/content/to
pics6june/environmentday.html
Use the link above
Questions for discussion
Project work
http://www.breakingnewsenglish.com/1
402/140220-renewable-energy.html
Questions for thought
http://www.sciencebuddies.org/science
-fair-
projects/search.shtml?v=ia&ia=Energy
&d=4,5,6
Project work
\MODULE2 PLANET EARTH
UNIT 6 FUTURE OF EARTH
SC Learning objectives
L8 Understand extended narratives on a
range of general and curricular topics
S1 Use formal and informal registers in their
talk on a growing range of general and
curricular topics
S3 Give an opinion at discourse level on a
growing range of general and curricular
topics
R3 Read a growing range of fiction and non-
fiction texts on unfamiliar general and
curricular topics with confidence and
enjoyment
R4 Understand implied meaning on a growing
range of unfamiliar general and curricular
topics, including some text types
S7 Interact with peers to make hypotheses
about an increasing range of general and
curricular topics
W5 Use with some support style and register
appropriate to an increasing range of
written genres on general and curricular
topics
Activities
Watching video about the World Earth
Museum
What can you do to help protect Planet
Earth? Tell us your top tip!
Walking around and talk about the Earth
Reading the text about Earth summit
Matching the phrases to the endings
Having a discussion on topic Our Earth
Writing a letter to the U.N. Secretary General
Ban Ki-moon
56
Resources
http://learnenglishkids.britishcouncil.or
g/en/short-stories/planet-earth
E.g.
I switch off the lights when I'm not
using them.
I have a shower instead of a bath to
use less water.
I don't take plastic bags from the
supermarket, I use my own bag.
Questions for talking
http://www.breakingnewsenglish.com/1
206/120621-rio20_earth_summit.html
Use the link above
http://www.breakingnewsenglish.com/1
206/120621-rio20_earth_summit.html
use questions
The layout of a formal writing
S5 Summarise what others have said on a
growing range of general and curricular
topics
R9 Understand the detail of an argument on a
growing range of unfamiliar general and
curricular topics, including some text types
R8 Use an increasing range of familiar and
unfamiliar paper and digital reference
resources to check meaning and extend
understanding
S8 Use appropriate subject-specific vocabulary
and syntax to talk about a growing range of
curricular topics
W2 Write with limited support about factual
and imaginary past events, activities and
experiences on an increasing range of
general and curricular topics
W4 Develop coherent arguments supported
when necessary by reasons, examples
and evidence for a range of written genres
on general and curricular topics
How environmentally conscious are you? http://www.onestopenglish.com/teenag
ers/spot-on-news-lessons-for-
Doing the quiz teens/pdf-content/earth-in-danger-
intermediate/550067.article
Answering the questions e.g. Use link above
According to the article …?
Webquest http://independent.footprint.wwf.org.uk
Our impact on nature is called our „ecological
footprint‟. To find out what your footprint is,
go to
Do the online test. Think about your family
and the people in your house and answer the
questions. Compare your family‟s ecological
footprint with that of another student‟s family.
Which two companies or organizations run
the website? What other information does the
website offer you?
Answering these questions in note form Find questions from the link above
Then use your notes to retell the article
Using the information from the article and the Project work
information from the webquest, work in
groups and make the environmental poster
“Earth in danger”
Make a poster “Save our planet!” Project work
Include information about what we can do to
stop our negative impact on the planet. Add
facts, figures, website links, pictures, etc.
57
S2 Ask questions to clarify meaning on a
growing range of general and curricular
topics
S4 Respond with growing flexibility at both
sentence and text level to unexpected
comments on a range of general and
curricular topics
MODULE 3 FREE TIME
UNIT 7 FOOD FOR THOUGHT
SC Learning Objective
S7 Interact with peers to make hypotheses
about an increasing range of general and
curricular topics
R1 Understand the main points in extended text
types on a growing range of unfamiliar
general and curricular topics
Preparing questions and asking from the
presenting groups
Being get ready to answer the unexpected
questions about the posters
Activities
Discussing or debating the questions
Remember to support the answers
Reading the “Why We Eat What We Eat”
article, “An International Menu” discuss that
there are many types of foods associated
with different cultural and ethnic groups,
traditions, and celebrations that feature foods
and different rules about how and when
people eat.
58
Various questions
Clear presentation and project work
Resources
http://www.headsupenglish.com/upper-
intermediate/speaking/food.pdf
What role does food play in people‟s
lives?
How are the foods in the article
different from the foods you eat?
How important is food in our daily
lives?
Why do we eat the foods we eat?
http://www.pbs.org/program/meaning-
food/
The Meaning of Food,” resources
R2 Understand specific information in texts on
a growing range of unfamiliar general and
curricular topics, including some extended
text types
R4 Understand implied meaning on a growing
range of unfamiliar general and curricular
topics, including some text types
Reading the “Why We Eat What We Eat” http://www.pbs.org/program/meaning-
article, “An International Menu” discuss that food/
there are many types of foods associated
with different cultural and ethnic groups,
traditions, and celebrations that feature foods
and different rules about how and when
people eat.
Reading the “Why We Eat What We Eat” http://www.pbs.org/program/meaning-
article, “An International Menu” discuss that food/
there are many types of foods associated
with different cultural and ethnic groups,
traditions, and celebrations that feature foods
and different rules about how and when
people eat. The Meaning of Food,” resources

UE9 Use a range of active and passive forms for
perfect tenses (present, past and future) on
a range of general and curricular topics.
Using a range of active and passive forms
for perfect tenses (present, past and future)
http://www.search.ask.com/web?l=di
s&q=active+and+passive+forms+for+p
erfect+tenses+%28present%2C+past+
and+future%29&o=APN10644&apn_d
tid=^BND533^YY^MN&gct=ds&apn_p
tnrs=^AG5&d=533-
108&atb=sysid%3D533%3Aappid%3D
108%3Auid%3D5c53f6aea13dd5b1%3
Auc2%3D676%3Atypekbn%3D1.1%3A
src%3Dds%3Ao%3DAPN10644%3Atg%
3D&p2=^AG5^BND533^YY^MN

S6 Link comments with growing flexibility to
what others say at sentence and discourse
level in pair, group and whole class
exchanges
In small groups or pairs, ask students to “An International Menu” resource
describe their family celebrations and daily
meals, foods served, how foods are eaten
and with whom, how similar and different this
is from what they perceive

59
 1.
W4 Develop coherent arguments supported
when necessary by reasons, examples and
evidence for a range of written genres on
general and curricular topics
L1 Understand with limited support the main
points in extended talk on a wide range of
general and curricular topics
L2 Understand with limited support specific
information in extended talk on wide range
of general and curricular topics
S7 Interact with peers to make hypotheses
about an increasing range of general and
curricular topics
In pairs or individually, instruct students to
research a country and write about the
culture and the foods of the people.
Suggestions for questions to include in the
report:
Listening to the article “What‟s grain again”
and “First lady likes the plate” about food
pyramids contains protein, grains, dairy
Listening to the article “What‟s grain again”
and “First lady likes the plate” about food
pyramids contains protein, grains, dairy
Discussing Food/Restaurant Survey During
the survey part of the activity the teacher is
free to monitor the students and also
participate, having an opportunity to speak to
students individually.
60
Writing template for research
a. E.g. where does the food they
eat come from?
b. Who cooks the food?
c. How do they eat it and who do
they eat with?
d. Are there foods that they eat
every day?
http://kidshealth.org/en/kids/pyramid.ht
ml#
http://kidshealth.org/en/kids/pyramid.ht
ml#
http://www.choosemyplate.gov/
http://www.eslflow.com/Food-or-
restaurant-class-survey-lesson.html
What kind of restaurant do you like? 2.
Do you like Italian food? Why/ why
not? 3. What do you prefer? a) eating
at home b) eating out c) going to a
dinner party 4. How often do you eat
fast food?
5. What do you like to order at your
favorite restaurant?
W6 Use appropriate layout for a range of
written genres on an increasing range of
general and curricular topics
Writing a short report after you have talked to
five people.
http://www.eslflow.com/Food_Restaura
nt_Survey_edit.pdf
For example: Most students like
Korean food because they think it‟s
healthy & delicious. Some students like
to eat Italian food. They like spaghetti.
A few students said they prefer going
to dinner parties because.......... One
student said
............................................. etc.......

S5 Summarize what others have said on a Discussing the survey result and summarize
growing range of general and curricular the all the ideas
topics Food/Rest S1 S2 S2 S4
aurant/Sur
vey

UNIT8. KEEP FIT

SC Learning Objective Activities Resources

S1 Use formal and informal language registers Starting the class with discussions using the Do you worry about your weight? Do
in their talk on a growing range of general guide questions you have some extra kilos you would
and curricular topics like to shed? If you are overweight,
losing that extra weight can be one of

61

S3 Give an opinion at discourse level on a
growing range of general and curricular
topics
S4 Respond with growing flexibility at both
sentence and text level to unexpected
comments on a range of general and
curricular topics
UE4 Use a wide range of determiners for
countable and uncountable nouns
including all (of), both (of), neither (of),
either (of), none (of) on a growing range of
general and curricular topics.
S7 Interact with peers to make hypotheses
about an increasing range of general and
curricular topics
S6 Link comments with growing flexibility to
what others say at sentence and discourse
level in pair, group and whole class
exchanges
Watching a workout video and later prepare
and present their own workout while the rest
following their instructions.
Showing a photo, ideally of a celebrity, who‟s
particularly fit (e.g. Arnold Schwarzenegger
or Jason Statham) that your students might
admire or simply use this photo, and ask your
students how would they describe these
people.
Using the growing range of determiners when
describe the photos
Asking and answering what sort activities
they have to if they want to keep fit? Writing
these words on the board, explaining that
these are groups of some specific exercises
within the workout:
Predicting definitions of these words or
explain meanings if necessary. Show photos
below to explain the meaning:
62
the best things you can do for your
health. Even a weight loss of five to ten
kilos can make a difference
http://englishlessonplan.co.uk/fit-in-15-
minutes-create-your-own-work-out/
http://www.criticalbench.com/images/m
uscle-toning-workout2.jpg
Possible answers: well-built, muscular,
fit, slim.
e.g. Both of them are …
Neither of them is …
Possible answers: go running, walking,
cycling, and doing push-ups.
https://lh5.googleusercontent.com/-
3qOw-
T6bkX0/U80dCEUX_CI/AAAAAAACvD
4/0IIOWH5uHGw/w920 -

S8 Use appropriate subject-specific
vocabulary and syntax to talk about a
growing range of curricular topics
UE5 Use a growing range of subject and object
questions
Use a growing range of questions including
questions involving prepositions at what
time, in which direction, from whose, with
whom on a growing range of general and
curricular topics.
S6 Link comments with growing flexibility to
what others say at sentence and discourse
level in pair, group and whole class
exchanges
British TV presenter Davina talking about her
new fitness program. Watching the video
again and answering questions in groups as
well as in pairs.
If needed the video can be shown a few
times
Using a range of subject and object
questions with questions involving
prepositions at what time, in which direction
etc
Dividing into 3 or 4 groups. Each group has
to prepare two activities to the following
stages of the workout: 1st group warm-up
2nd group cardio 3rd group core 4th group
stretch/ cool down. One student from a group
should read the instructions while the other
63
h1301/warmupworkout.jpg
Workout: cardio exercises core
exercises cool down exercises
http://englishlessonplan.co.uk/fit-in-15-
minutes-create-your-own-work-out/
a. What‟s the name of Davina‟s fitness
program? Answer: Fit in 15
b. How many parts of workout are
included in the program, what are the
names? Answer: cardio, arms, legs
and core, cool down, chill out stretch.
c. How long has Davina been
exercising with the personal
trainers? Answer: 10 years
http://englishlessonplan.co.uk/fit-in-15-
minutes-create-your-own-work-out/
above questions
https://lh5.googleusercontent.com/-
3qOw-
T6bkX0/U80dCEUX_CI/AAAAAAACvD
4/0IIOWH5uHGw/w920 -
h1301/warmupworkout.jpg

R1 Understand the main points in extended text
types on a growing range of unfamiliar
general and curricular topics
R2 Understand specific information in texts on a After reading the text working in pairs and
growing range of unfamiliar general and
curricular topics, including some extended
text types
R4 Understand implied meaning on a growing
range of unfamiliar general and curricular
topics, including some text types
R6 Deduce meaning from context on a growing
range of unfamiliar general and curricular
topics, including some text types
W3 Write with support about personal feelings
and opinions on an increasing range of
general and curricular topics
members demonstrate exercises to the rest
of the class. Other learners join the workout.
Reading the text “ Exercise for teenage girls
extends their life”
asking and answering the questions. Each
student has 10 questions
Matching the words with their meanings from
the text
Discussing about yoga exercise and its
importance looking at the topic.” Indian
leader calls for global yoga day” In pairs /
groups, talking about these topics or words
from the article. What will the article say
about them? What can you say about these
words and your life?
How good or bad are these things for the
mind and body? Complete this table with
your partner(s). Change partners often and
share what you wrote.
64
http://www.breakingnewsenglish.com/1
508/150803-teenage-exercise.html
E.g. What did you think when you read
the headline?
What springs to mind when you hear
the word 'exercise'?
http://www.breakingnewsenglish.com/1
508/150803-teenage-exercise-
match.html
Key words: world leaders / United
Nations / benefits of yoga / mind and
body / gift / nature / mentally healthy /
meditation / heart disease / blood
pressure / reduce stress / injury
http://www.breakingnewsenglish.com/1
409/140930-international-yoga-
day.html
Module 4. What an Adventure!
Unit 9. A Life of Adventure
SC Learning Objective
R8
Recognise a range of devices a writer uses
to express intentions in extended texts on a
range of unfamiliar general and curricular
topics
R9
Read, with confidence and enjoyment, a
wide range of extended fiction and non-
fiction texts on a range of unfamiliar general
and curricular topics
S2
Speak with a good degree of fluency and
accuracy in social interaction with peers,
relating the personal significance of events
and experiences on a range of general and
curricular topics, including some unfamiliar
ones
UE15
Use a growing range of more complex
conjunctions to express condition,
concession and contrast on a wide range of
general and curricular topics
W4
Communicate and respond to news and
Activities
Reading two comical tales of travellers‟
experiences [two travel literature extracts]
Reading a longer passage from one of the
travel literature tales above
Discussing in groups short dialogue [travel]
jokes and
working out who the people speaking are
Focusing on the use of conjunctions of
condition
concession and contrast in traveller‟s
postcards
Writing a postcard to a friend about a difficult
traveller situation that was successfully
65
Resources
Worksheet:
questions focused on writer devices
Why does the writer say … ?
Which word tells us .. ?
etc..
Worksheet:
direct questions to be answered at the
end of the passage.
Worksheet: match the voices in each
joke to one of the people in the box
taxi driver receptionist passenger
tour guide
life-guard air hostess etc..
A How far is it to the centre?
B Twenty kilometres but for you. I‟ll
make it 12.
Complete with an appropriate
conjunction form the box.
_____ going to the beach, there‟s not
much to do.
_____ I find somewhere cheap to stay,
my money should last etc.
Guided writing template
 feelings in correspondence through a range
of functions, on a range of general and
curricular topics
S5
Navigate talk and modify language through
paraphrase and repair in discussion, on a
wide range of general and curricular topics,
including unfamiliar topics
R2
Scan with speed for specific information in
extended texts on a range of unfamiliar
general and curricular topics
UE6
Use a wide range of simple perfect active
and passive forms on a wide range of
general and curricular topics
L8
Recognise inconsistencies in argument in a
range of extended talk situations on a wide
range of general and curricular topics
W4
Communicate and respond to news and
feelings in correspondence through a range
negotiated
Discussing the pros and cons of taking a „gap Worksheet: think of at least one
year‟ between school and work / college potential positive and one negative of
a gap year in relation to these things
friendship independence
experience, etc.
Reading about different gap year types of Multiple –matching task:
activity for young people which activity …. ?
Worksheet:
I think I was wrong to _____ a gap
year as I didn‟t enjoy it.
He claims to ________ well but he
looked very thin when he got back.
Focusing on perfect infinitive form after
certain verbs and adjectives
Listening to various young people talking Worksheet:
about what they did and what their gap years multiple matching task.
meant to them Listen to these gap year students
talking about their experiences. They
all contradict themselves in at least
one way.
Which student:
- claims to have had no serious
problems, but did
- claims to have got on with everyone,
but didn‟t etc…
Writing a letter home after having settled in to Guided writing template
gap year position
66
 of functions on a range of general and
curricular topics
R11
Recognise inconsistencies in argument in
extended texts on a range of unfamiliar
general and curricular topics
L1
Understand the main points in a range of
talk situations on a wide range of general
and curricular topics, including unfamiliar
topics
UE14
Use a growing range of more complex
prepositional phrases on a wide range of
general and curricular topics
UE13 Use a range of dependent prepositions,
with a growing range of less common
nouns, adjectives and verbs, on a wide
range of general and curricular topics
S2
Speak with a good degree of fluency and
accuracy in social interaction with peers,
relating the personal significance of events
and experiences on a range of general and
curricular topics, including some unfamiliar
ones
Reading different stories of how remarkable
pets found their way back to their owners
Listening to different stow-away stories
Focusing on prepositional phrases of
movement, direction and manner
Focusing on verbs of movement, with and
without dependent prepositions
Talking and taking a part in a game : one
team reads out sentence on a card, next
team has to say what verb [opposite verb of
movement] is written on the back
67
Worksheet: tell another student
whether you agree or disagree with
these explanations:
Story 1
It was all about the cat‟s sense of smell
Story 2
It was about the dog‟s sense of
direction etc.
Multiple-matching task:
which character …
found himself a stow-away by
accident, etc.
Worksheet: multiple-matching:
in which of the stories above [listening
and reading]
..did someone / something go
..in the wrong direction
..at too slow a pace
..off the beaten track, etc.
Worksheet: replace the highlighted
verb phrase with a different verb to
express the opposite meaning
He arrived in Tokyo last night.
He got off the ship in Marseille
Cards with sentences with movement
verb highlighted
[verb with opposite meaning written on
back] e.g. He got back this morning
[left]
He set off last night [came back]
L1
Understand the main points in a range of
talk situations on a wide range of general
and curricular topics, including unfamiliar
topics
UE12
Use a wide range of past modal forms to
express a range of functions on a wide
range of general and curricular topics
S6
Interact with peers to make hypotheses and
evaluate alternative proposals on a wide
range of general and curricular topics,
including unfamiliar topics
W4
Communicate and respond to news and
feelings in correspondence through a range
of functions on a range of general and
curricular topics
Unit 10. Tourism in Mongolia
SC Learning Objective
S2
Speak with a good degree of fluency and
accuracy in social interaction with peers,
Listening to and watching an extract from a
traveller‟s documentary relating to student‟s
region
Focusing on past modal forms to talk about
how a depiction
could / should / might etc. have been different
Talking about what else the documentary
might have focused on
Writing a letter to the programme maker,
complaining about aspects of the depiction in
the documentary
Activities
Talking about different kinds of tourist
attraction
Students discuss local/national examples of
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Worksheet: 3-option multiple-choice
task:
which word best sums up the travellers
view of …..
worksheet: complete each statement
so that it reflects something you saw in
/ felt about the documentary It must
have _________
The director could have _____
The documentary should have _____
People watching might not
have_______ etc…
Worksheet: what did you think of …. ?
the scene where …..
the way they presented ….
her question about …
Guided writing template
Resources
Worksheet: match a word on the left to
one on the right to form a new word
that describes a type of tourist
 relating the personal significance of events each one attraction:
and experiences on a range of general and theme cuisine
curricular topics, including some unfamiliar night heritage
physical parks
ones walking life
architectural landscape
historical monuments
cultural trails
local sites
L6 Listening to different announcements made Worksheet: multiple-matching:
Recognise the purpose or function of
in different tourist / traveller situations what is the main purpose of each
unsupported extended talk, and the announcement.
relationship between speakers, in a range A warn
of spoken genres on a wide range of B promote a service etc.
general and curricular topics, including
unfamiliar topics

UE16 Focusing on relative clauses in defining Worksheet: in which tourist situation /

Use a wide range of relative clauses and a
different new forms of tourism context is each announcement made?
range of embedded relative clauses on a A guided tour
wide range of general and curricular topics B airport
C a cruise etc..

S2 Speak with a good degree of fluency and
accuracy in social interaction with peers,
relating the personal significance of events
and experiences on a range of general and
curricular topics, including some unfamiliar
ones
L4 Recognise the attitude, mood or tone of the
speaker(s) in a range of talk situations on a
wide range of general and curricular topics,
including unfamiliar topics
UE4 Use a range of affixes with appropriate
meaning and correct spelling on a wide
range of general and curricular topics
Completing a group Google mapping
exercise
Students plot where they have been as
tourists in last two years
In groups students discuss noticeable trends
Listening to an extract from a radio
programme about eco-lodges
Focusing on the prefix over-
to talk about possible negative effects of
tourism
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Work with another student to write a
short definition of the following:
ecotourism
extreme tourism
dental tourism
wine tourism
adventure tourism
wildlife tourism
genealogy tourism agritourism
Multi-matching: does the presenter
have a positive [p] or negative [n] view
of the following aspects of eco-lodge
tourism
Worksheet: think of something
connected to tourism that each
adjective below could describe
overdeveloped overrun
overcrowded overpriced

S5 Navigate talk and modify language through
paraphrase and repair in discussion on a
wide range of general and curricular topics,
including unfamiliar topics
R2 Scan with speed for specific information in
extended texts on a range of unfamiliar
general and curricular topics
W5 Use style and register to achieve
appropriate degree of formality in a range of
written genres on a range general and
curricular topics
S4 Evaluate and comment on the views of
others in a growing range of talk contexts
on a wide range of general and curricular
topics, including unfamiliar topics
R3 Understand the detail of an argument, both
explicitly stated and implied, in extended
texts on a wide range of unfamiliar general
and curricular topics
UE1
Use a range of determiners relating to
nouns in terms of: generic and some
appositional uses, as well as textual
reference, on a wide range of general and
curricular topics
W6 Develop coherent arguments supported by
reasons, examples and evidence for a
range of written genres on a range of
overbooked overcharged
overrated overused
Group discussion related to the up- and Discussion cards for students to
downsides of tourist development for a discuss in groups
community
Reading about various eco-tourism initiatives Multiple- matching tasks
around the world
Writing an essay on the subject of the Guided essay template
potential benefits of eco-tourism
Talking about the different themes [impacts] Worksheet: cartoons and captions to
connected to tourism that different cartoons match different tourism themes e.g.
show A inconvenience caused to locals
B overdevelopment etc…
Reading about groups of people in Brazil that Multiple-choice task
have never had contact with the outside
world
Text summary completion task relating to text
above – reference words gapped.
Focusing on determiners, this, these, the,
such, a, neither, each etc., used in textual
reference
Writing a letter to a school magazine in Guided writing template
support of preserving the isolation of the
groups of people mentioned above
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 general and curricular topics
UE9 Use a range of transitive and intransitive
verb
complementation patterns on a wide range
of general and curricular topics
R1
Understand main points, purpose or
function of different parts of extended texts
on a range of unfamiliar general and
curricular topics
S1
Use formal and informal language registers
in a range of talk formats on a range of
general and curricular topics, including
some unfamiliar ones
W6 Develop coherent arguments supported by
reasons, examples and evidence for a
range of written genres on a range of
general and curricular topics
Focusing on transitive and intransitive verbs Worksheet:
to describe statistical data / trends tables relating to tourist data, e.g. air
travel, international arrivals, tourism as
percentage of GDP, etc.
Reading and researching data Make statements about above data
on national tourism trends with a view to using these verbs:
making short class presentation rise peak decline fall reach grow
raise drop go up reduce level off
remain fluctuate fall back
Making a short class Ppoint presentation on Ppoint slide template to act as
one aspect reading/research guide
of national tourist data
Completed Ppoint slides (above) to be
used as basis for presentation
Writing a short report interpreting tourist data Range of graphs/tables for students to
for a student magazine integrate into reports
Students write report interpreting a table /
chart included in the writing
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