Stories from Kazakhstan. Learning English through Stories Learning and writing your own stories in English Pre to Upper Intermediate Level Supplemental Studies: educational manual 9786010445642

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AL-FARABI KAZAKH NATIONAL UNIVERSITY

M. Mambetova L. McPherson

STORIES FROM KAZAKHSTAN Learning English through Stories Learning and writing your own stories in English Pre to Upper Intermediate Level Supplemental Studies

Educational manual

Almaty «Qazaq University» 2020

UDC 811.111(075) LBC 81.2Eng-923 М 23 Recommended by the Academic Council of the Faculty of Philology and World Languages and Editorial and Publishing Council of KazNU al-Farabi (Protocol №2 dated 15.01.2020) Reviewers: Doctor of Philological Sciences, professor Zh.K. Ibraeva PhD Linguistics, Associate professor Yu. Kulichenko

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Mambetova M. Stories from Kazakhstan. Learning English through Stories Learning and writing your own stories in English Pre to Upper Intermediate Level Supplemental Studies: educational manual / M. Mambetova, L. McPherson. – Almaty: Qazaq University, 2020. – 64 p. ISBN 978-601-04-4564-2 The training manual is presented as a project work by a joint team of Kazakh and foreign teachers. The manual consists of classes, tasks, a list of words, the key to the exercises for the teacher, visual AIDS that involve learning English language through stories about real life events and Kazakh realias. This training manual is intended for bachelor and master students of the philological faculty, as well as English language learners. Оқу-әдістемелік құрал шетелдік және қазақстандық оқытушылардың бірігуімен жобалық жұмыс ретінде ұсынылған. Әдістемелік құрал ағылшын тілін өмірде шын болған оқиғалардан құрылған әңгімелер, Қазақстандық реалийлер арқылы тіл үйретуді көздеген сабақтардан, тапсырмалардан, сөздер тізбесінен, оқытушыға арналған жаттығулар кілтінен, көрнекі құралдардан тұрады. Аталмыш оқу-әдістемелік құрал филология факультетінің бакалавриат студенттері мен магистранттарына, ағылшын тілін үйренуші көпшілік қауымға ұсынылады.

UDC 811.111(075) LBC 81.2Eng-923 ISBN 978-601-04-4564-2

© Mambetova M., McPherson L., 2020 © Al-Farabi KazNU, 2020

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АЛҒЫ СӨЗ Аталмыш оқу құралын жазу идеясы американдық волонтер оқытушы Линда Макферсонға тиесілі. Линда Макферсон ағылшын тілі үйірмесінде бірнеше жыл сабақ беріп келеді. Сол тәжірибелеріне сүйене отырып, қазақстандық оқытушы Мәншүк Мәмбетовамен бірге жоба ретінде ағылшын тілін оқиғалар арқылы оқыту мақсатында осындай оқу-әдістемелік құралын құрастырып шығарды. Аталмыш құрал аудиторияда екі жыл апробациядан өтіп, оң нәтижелерін беруде. Әсіресе студенттерді шығармашылыққа баулу, олардың сыни ойлауын, жазу дағдысын дамытуға айтарлықтай үлес қосты. Оқулық 7 сабақтан тұрады, әр сабақтың соңында жаттығулары, тиісті сөздік қоры беріліп отырады, сондай-ақ студенттің өзіндік оқиғасын жазуға баулитын тапсырмалар, жоспар құрастыруға қатысты кеңестер беріледі. Сондай-ақ оқытушыға көмек ретінде жаттығулар кілті қоса беріледі. Бұл жоба әлі де жалғасын тауып, болашақта сабақтар санын көбейту жоспарланған. Сабақтарды құрастыруда өмірлік оқиғаларымен бөліскен авторларға, студенттерімізге ағылшын тілін үйретуде айрықша еңбек етіп жүрген шетелдік әріптестеріміз Линдаға, Эдвард Макферсонға, Эрик Макферсонға зор алғысымызды білдіріп, шығармашылық табыстар тілейміз.

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ACKNOWLEDGEMENT The idea of writing this training manual belongs to American volunteer teacher Linda McPherson. Linda McPherson has been teaching English for several years. Based on this experience, Kazakh teacher Manshuk Mambetova has developed a similar teaching aid for learning English through events as a project. This training manual has been tested in the audience for two years and showed up good results, especially a significant contribution to the development of creative potential of students, their critical thinking, writing skills. The training manual consists of 7 lessons and contains a vocabulary, as well as the tasks that teach students to write their own stories, tips on making plans at the end of each lesson. In addition, there is a key to the exercises to help the teacher. This project will continue and we are planning to increase the number of lessons in the future. We are grateful to the authors, students who shared their life stories in the process of lesson establishment. Likewise, we are thankful to our foreign colleagues Linda MacPherson, Edward MacPherson, Eric MacPherson, who have been working especially hard in the field of teaching English, and we wish them success.

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LESSON 1 – HAVE YOU EVER BEEN LOST? Today we’re going to talk about a young girl who got lost in the mountains. Being lost, especially for a child, can be very scary. The main meaning for ''lost'' is not knowing where you are, or being unable to find your way back. Have you ever been lost? In this lesson, we will learn some English words, talk and write about being lost, and enjoy new challenges. Anytime I feel lost, I pull out a map and stare. I stare until I have reminded myself that life is a giant adventure, so much to do, to see. – Angelina Jolie Vocabulary – choose the correct phrase for each sentence from the phrases in the box. a. Looking for_______ b. Kept going c. What seemed like d. At one point. e. Decided to take a _______ f. Weren’t sure. g. All I could think about. h. Boasted about i. When we finally j. Lesson learned 1. They wanted to meet their friends at the airport but they _____________________ when their plane was landing. 2. _____________________ finished our homework, it was almost midnight! 3. I felt tired yesterday at work, but I just _____________________ until it was time to leave. 4. I am always _____________________ my wallet. I should put it in the same place all the time. 5. I waited in line at Ramstore for _____________________ an hour. 6. After making the same mistake five times, I finally got it right. I could finally consider it a _____________________ 7. When my sister fell on the ice, _____________________ was whether or not she would be all right. 8. When my friend made all 5s at the university, she _____________________ her ‘brilliant mind’.

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9. I wasn’t sure he would reach the finish line at the race but he did. _____________________ he had fallen down and we weren’t sure he was going to get up. 10. We weren’t sure if we were right or not, but we _____________________ guess. Story – Tulips Tulips are amazing flowers. I love them. Beautiful, wild, red tulips grow in the Tein Shan Mountains near where I live in Almaty, Kazakhstan. When I was 13, I went on a trip with my class at school. We went camping in the mountains. Everything was wonderful: the mountains, river, clean air – and I knew that not far away there would be tulips. Once everyone was settled in, my friend and I decided to take a walk and look for tulips. We thought how happy our teacher and friends would be when they saw the beautiful tulips we had found. At first, we only found a few flowers, but as we continued walking, there were many more tulips. We were very happy, and gathered as many as we could carry. When we started back to the camp, we soon realized we were lost! For three hours, we wandered around the mountain, looking for our camp. We were hot and thirsty, but kept going. We were sunburned, and our hands, feet and faces were scratched. There were thorns everywhere. My friend’s shoes were torn and she could hardly walk. At one point, a very large bird was flying above us. He was very close, and we were afraid he might be hunting, mistaking us for his prey! We were very scared, but he finally flew away. Next, we decided to go east, since my friend’s grandmother said that if you get lost, go east. We tried, but weren’t sure which way east was. We didn’t cry, as we considered ourselves to be very strong girls. But we were getting very tired and could hardly walk, as we asked ourselves, ''Where is east?!'' It was time to change our route plan. We decided to follow the sound of the frogs, since that would not only take us to water, but also because our camp was near the river. I wasn’t hungry at all, even after five hours. All I could think about was that I needed to drink water or I would die! The voices of the frogs were getting louder and louder. We also began to hear the sounds of the river. 6

Soon we saw the river and ran to the water, drinking and drinking from the mountain river for what seemed like an hour. Suddenly, two boys from our school saw us and shouted ''here, here!'' We were saved! And, interestingly enough, one of the boys that found us was my future husband. Even then, he was my hero. Of course, back at the camp, the boys boasted about finding us, but we declared that we found the way back by ourselves. The teacher was crying because she had been worried about us and felt responsible for us being lost. And the tulips, they were so beautiful __________ but, in the end, there were no tulips when we finally reached the camp, but only embarrassed, tired girls; and the lesson learned -never wander away again by ourselves in the mountains __________ even for tulips! Comprehension – put T for true or F for false for the following sentences from the story. 1. The writer of our story loved beautiful, wild, yellow tulips. 2. Our writer and her friend didn’t ask for permission before leaving the camp. 3. They found lots of tulips right away. 4. They were afraid of a bird. 5. They didn’t get tired because they were strong girls. 6. After being lost for a while, they decided to go west. 7. The writer’s friend could hardly walk when they got lost. 8. They found the camp because of listening to frogs. 9. The girls gave credit to the boys that shouted them “here, here!” when they found the way back to the camp. 10. They came back to the camp with lots of tulips for their teacher. Discussion – (Split into groups of three or four. Work on the question and story together. Appoint one person to share with the class and the groups the answer to question 1, and another one to share the story from question 2.) 7

1. What did you like about the story; and what did you not like about the story? 2. Tell a story similar to “Tulips” with the following story line: a. You are a child b. You were visiting your aunt in another city c. You and your sister wanted to give your aunt a present so you left to find a place to buy something near your aunt’s apartment. d. You got lost – make up the details about being lost, how difficult it was, etc. e. Use as many of the vocabulary phrases as you can in your story. f. Think of an interesting way to get back or someone having found you. g. Think of an end to the story that includes a lesson learned. Write your own story – Now it’s time for you to tell your story. Write a story of a time you were lost, or a story you have heard of someone else being lost. You can write a true story or make one up. Use the next page as a reference sheet for the first draft of your story. Please follow the guidelines below. – – – – – –

Your completed story should consist of at least 400 and not more than 600 words. It should be typed and turned in at the beginning of the next class. Format: In the upper left corner, you should write your name, the date the paper is to be completed and the word count. Use at least five of the vocabulary phrases. Your first paragraph should include an opening statement that builds interest in the story. The closing paragraph should sum the story up and provide an interesting observation, lesson learned, etc. Some students will present their stories in class, so be prepared to share your story.

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Story outline – Use this outline for the first draft of your story. 1. 2. 3. 4. 5.

Name of your story ________________________________ Introduction – who, what, when, where Problem (write details) Solution (how did it work out, etc.) Ending paragraph with the lesson learned

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LESSON 2 – ARE THINGS ALWAYS SUCH AS THEY SEEM? What do you think the title of today’s lesson means? Have you ever had a friend who betrayed you? Have you ever done something that seemed right, but it turned out to be wrong? Have you ever felt as if everything was great, then suddenly something terrible happened? If you have experienced any of these things, perhaps things weren’t as they seemed. Today we will explore this topic, with a story about a girl and a game. Quote on climate change: One of the big questions in the climate change debate: Are humans any smarter than frogs in a pot? If you put a frog into a pot and slowly turn up the heat, it won't jump out. Instead, it will enjoy a nice warm bath until it is cooked to death. We humans seem to be doing pretty much the same thing. – Jeff Goodell. Vocabulary – Read the sentences, which include some phrases from today’s story. Circle the answer (a, b, or c) that best matches the meaning of each bold underlined word or phrase. 1. In the game Monopoly, you can get rent from other players for the properties you own. a. get trouble b. get money c. get a promise 2. I was overjoyed when I made 100% on my exam! a. not joyful b. too much joy c. filled with joy 3. I was shocked; I just couldn’t believe the bad news. a. very surprised b. sad c. mad 4. After working many years for someone else, we were able to gain our freedom and open our own business. a. receive our freedom b. lose our freedom c. think about our freedom 5. As I think deeply about my problems, I hope I can solve them in a positive way. 10

a. think about the problems a little b. think about something else c. think about the problems a lot 6. I wonder if it is good to try to get rich quickly. a. be a rich person b. do something quickly c. become rich very fast 7. My heart pounded in my chest when I saw the accident happen right in front of me. a. had a heart attack b. hitting something b. heart beating very fast and hard 8. I scream at the top of my lungs every time I go on a roller coaster at the park. a. shout very loudly b. get sick c. not interested Story – The Game In the early 1990s, did we gain our freedom in Kazakhstan? Even though we became an independent nation, I phrased this as a question because there was a total chaos. The stores were empty, salaries were not paid, and in general, most people didn’t even have enough money for basic needs. As a ten-year old child, I didn’t understand what was happening, but I knew everything was difficult for my family, and everyone around me seemed sad. One day, I saw the game of my dreams in a toy store. I knew I just had to have this game. It was called Monopoly. In the game, you could own property, get rent from other players, become rich, and much more. I felt that game would help everyone feel a little better. I asked my mom to buy it. She explained that it was too expensive, and we needed to have money for our basic needs. I cried because in my heart I needed this game. Eventually, my mother gave me the last of our money to go and buy the Monopoly game. I was overjoyed! After we bought the game, I walked to school because there was not time to take it home. We had to go to a pioneer assembly, and I left the game on the table. When I came back, it was gone! My heart pounded in my chest, as I looked for the game, wanting to scream at the top of my lungs, ''Give me my game back!'' I wasn’t able to play the game even once. I had dreamed about this game for so long. It could have given others and me happiness in such a difficult time. However, it was gone. 11

I was so shocked; I couldn’t cry or speak. I couldn’t think or feel. Something inside of me had died. I was afraid about what my mother would say when I got home. After that day, I never played with, wanted, or asked for any toy or game again. More than my game was stolen on that day; my childhood went away with it. As an adult, I now understand some of the difficulties the people of Kazakhstan faced. I also understand how challenging it must have been for our people in the early 1990s. I think the children of that time became adults very fast. Years after my experience, I find it interesting that a Monopoly game in Kazakhstan is available to buy. Is that a symbol of hope, progress, and freedom for this generation? As I think deeply about this question, I wonder whether believing in a game in which one can buy homes, businesses, collect rent, and get rich quick is freedom or just an illusion. Perhaps it was for the best that someone took the game and that I had to experience a great loss. I was spared from illusions of getting rich quickly. Today, I know that many people in this new, free Kazakhstan have lost any hope of becoming prosperous. Yes, we are at peace and our economy is becoming better as time goes by. However, many people still struggle to meet their basic needs. They, like me at ten years old, are looking in the window of the toy store at the Monopoly game. They are feeling inside, “I want this so much!” And, like me, they will never play the game. Not even once. Comprehension – Read the sentences. Then circle the answers that accurately complete each statement (there can be more than one right answer). 1. The writer wasn’t sure if Kazakhstan really became free in the early 1990s because ________________ a. New businesses were opening. b. She didn’t know since she was young. c. There was a total chaos. 2. a. b. c.

She wanted the Monopoly game because ________________ She felt it would make everyone feel better when playing it. She wanted a game to play. She felt she just had to have it. 12

3. Her mother told her _______________________ when she first asked for the game. a. She was too young to play such a game. b. The game was too expensive. c. They needed the money for basic needs. 4. a. b. c.

The game of Monopoly Is available in the Kazakhstan version. Can help people learn how to become rich. Does not involve buying “property” as a part of the game.

5. She had never been able to play the Monopoly game because _______________________ a. She left it on a table and it was stolen. b. She had to go to a meeting at school and lost it. c. She felt sorry for a friend and gave it away. 6. a. b. c.

When she realized her game was gone she ______________ Screamed at the top of her lungs, ''Give me my game back!'' Cried and cried. Was so shocked she couldn’t say anything.

7. After that day, she _______________________ a. Asked for another game as soon as her parents had some money. b. Never asked for or played with another game or toy again. c. Lost her childhood. 8. a. b. c.

Some themes from this story could be that _______________ Goals for prosperity and happiness can’t always be reached. Some people never get to play ''the game'' they want to play. What you want may not be what you need. Discussion

– Split up into pairs or groups and discuss the following questions. Be ready to share your opinion in class.

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1. What did you like or not like about this story? 2. What was ‘not as it seemed’ in this story? 3. What has happened in your life that you might consider similar to what happened in this story? 4. What are some positive things about life in Kazakhstan now? What are some difficult things about life in Kazakhstan now? 5. Why do you think it was so important for the author to have the Monopoly game? Do you think she was selfish? Write your own story Write a story about something that happened in your life where something ‘wasn’t as it seemed’. If you can’t think of something from your own life or someone else’s, you can make one up. Some ideas: A story of a close friend that betrayed you, something that was difficult in your life that taught you something good, something you believed in but found out later was not true, etc. Please, follow the guidelines below. – Your completed story should consist of at least 400 and not more than 600 words. It should be typed and turned in at the beginning of the next class. – Format: In the upper left corner, you should write your name, the date the paper is to be completed and the word count. – Use at least five of the vocabulary phrases. Extra points will be given if you use the vocabulary from previous lessons. – Your first paragraph should include an opening statement that builds interest in the story. – The closing paragraph should sum the story up and provide an interesting observation, lesson learned, etc. – Some students will present their stories in class, so be prepared. Story outline – Use this outline for your first draft. 1. Name of your story _________________________________ 14

2. 3. 4. 5.

Introduction – who, what, when, where Problem (write details) Solution (how did it work out, etc.) Ending paragraph with the lesson learned

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LESSON 3 – SHOULD WE ALWAYS DO WHAT WE’RE TOLD? What do you think about when you read the title to today’s lesson? Do you think it’s always good to get a second opinion if a doctor tells you something is wrong? Or, if someone tells you to do something that you know isn’t right? Or, if everyone’s trying to help, but you feel you have to make your own decision on something? Today’s story is about a life example of someone challenging something they are told to do. It is the first responsibility of every citizen to question authority. – Benjamin Franklin Vocabulary 1. There are three words alongside each vocabulary word. The vocabulary words are bolded. Mark out the word that is not a synonym to the vocabulary word. (Please don’t use your cell phone to find the answer.) 1. Specialize generalize focus concentrate 2. Shining glowing dull gleaming 3. Absolutely doubtfully definitely doubtless 4. Mistake error fault truth 5. Experienced felt rejected went through 6. Confidence assurance determination doubt 7. Midst center outside core 2. Using the vocabulary words above, fill in the correct word in the correct form for the sentences below. 1. The North Star __shined ___________________ in the sky last night. 2. Aygul was ___________________ that she would do well in her new job. 3. She was ___________________ when she thought she could pass the test without studying. 4. Dr. Grim ___________________ in microbiology before he became a dentist. 16

5. Even in the ___________________ of trouble, Galim is always brave. 6. Gulvira was ___________________ sure she would win the contest, and she did! 7. I am so happy you are still able to ___________________ joy in your marriage after 40 years. Story – Should We Always Do What We’re Told? I will never forget what happened. It was September, and all the teachers had to get their yearly medical check-up. I went in for my examination and chest X-ray at our university medical clinic, and then left the city to visit my relatives. The next day someone called from the clinic and told me to come immediately, explaining my situation was an emergency. Can you imagine the fear that my husband and I experienced as we drove back to the city for my appointment with the doctor? Once I arrived at the clinic, it was as if my worst fears had come true. The doctors at the clinic had diagnosed me with tuberculosis. Moreover, that wasn’t all. It turned out I was pregnant, and I didn’t know that until the doctor told me that I could not give birth to a child as I had tuberculosis and had to have an abortion. I told them I would not even consider doing that! They sent me to a hospital that specialized in tuberculosis to have another chest X-ray and other tests. After finishing the tests, they told me they would have the results in one day. One day! That one day was the longest and hardest day of my life. Nevertheless, it also was the best day. I couldn’t sleep, eat, drink or smile – I was in a state of shock. Toward morning, I fell asleep for a moment and had a vision. I saw a little shining baby. The baby said in a gentle voice, ''Don’t let them take me, don’t let them take me…'' I woke up and was astonished. I believed the vision was a sign from God, and decided to keep the baby no matter what the doctors said. The next day my husband and I went to the hospital to find out my test results. I was absolutely healthy! It was the doctor’s mistake! I didn’t have tuberculosis. We were so happy we cried. There are no words to describe how joyful I was at that moment. 17

My ‘baby’ is now twelve years old. She is truly a shining star in my life, and in the lives of all that know her. I will never forget what happened. Within that few days, I experienced the best and the worst, great fear and greater joy, a vision from heaven and confidence to stand up for what I believe was right in the midst of trouble. Comprehension – Fill in the correct word/phrase from the box below. Some of the words do not apply. Please choose the best answer for each blank.

Remember

sick

beautiful pregnant women

soon

one day

parents forget

several hours

Immediately

Tuberculosis

pregnant

shining difficult

laughed hospital

cried

clinic

best relatives

within two weeks

1. The writer had her yearly check-up and then went to visit her ______________. 2. The clinic called to say she had to come ______________. 3. The doctors at the ______________ told her she had tuberculosis. 4. She didn’t know she was ______________ until she had her yearly examination. 5. After the clinic, she was sent to a hospital that specialized in ______________. 6. After finishing the tests at the hospital, they told her she had to wait ______________ for the results. 7. The time she waited for the results of the test was the longest, hardest and ______________ day of her life. 8. When she fell asleep she saw a little ______________ baby. 9. When they found out the test results from the hospital, she and her husband were so happy they ______________. 10. She will never ______________ what happened.

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Discussion – Break into pairs and discuss the following questions: 1. Would you say there is a moral to this story? What is it? 2. What did you learn from this story? 3. – – –

What thoughts do you have on challenging authority in…. The workplace University The government

4. When could it be beneficial to challenge authority? When could it be harmful? 5. Share a story about a time when you had to challenge the authority, get a second opinion on a diagnosis, or experienced a difficult situation that turned out fine, even though you were very worried during the situation. 6. There were a lot of stressful moments in this story. How do you think you would have handled the stress that the author experienced? 7. It is hard to trust someone, for example, doctors, a friend, etc. Is it easy for you to trust people? Have you ever trusted someone that broke your trust? Write your own story Write a story (from your life, someone else’s life, or make one up) that includes one or more of the following themes: 1. You were told to do something you believed was wrong, or that you could not do 2. You made a decision to break from cultural traditions and your family and friends may judge (or already have judged) you for that.

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3. You had to wait for a result of something very important, that could change your life. 4. Something serious happened with your health but it turned out well in the end. 5. Anything else related to this story. – Your completed story should consist of at least 400 and not more than 600 words. It should be typed and turned in at the beginning of the next class. – Format: In the upper left corner, you should write your name, the date the paper is to be completed and the word count. – Use at least five of the vocabulary phrases. Extra points will be given if you use the vocabulary from other lessons. – Think of an interesting opening line. Here are some famous opening lines to give you some ideas:  ''You better not never tell nobody but God''. (THE COLOR PURPLE (1981), Alice Walker)  ''It is a truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife''. (PRIDE AND PREJUDICE (1813), Jane Austen)  ''All happy families are alike; each unhappy family is unhappy in its own way''. (ANNA KARENINA (1877), Leo Tolstoy)  ''It was a pleasure to burn''. (FAHRENHEIT 451 (1953), Ray Bradbury)  ''The sky above the port was the color of television, tuned to a dead channel''. (NEUROMANCER (1984), William Gibson  ''Mr. and Mrs. Dursley, of number four Privet Drive, were proud to say that they were perfectly normal, thank you very much''. (HARRY POTTER AND THE SORCERER'S STONE (1998), J.K. Rowling)  ''It was raining in Richmond on Friday, June 6''. (Patricia Cornwell, Postmortem)  ''Ships at a distance have every man’s wish on board''. (Zora Neale Hurston, Their Eyes Were Watching God) – Some students will be presenting their stories in class, so be prepared. 20

Story outline – use to compose the first draft of your story. 1. _____________________________________________ (name of your story) 2. (context/introduction – who, what, when, where) 3. (problem/write details) 4. (solution/how did it work out, etc.) 5. (ending paragraph)

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LESSON 4 – DO YOU BELIEVE IN LOVE AT FIRST SIGHT? Is it possible to fall in love at first sight? Many people believe you can, but some think you should become friends first, building a love relationship over time. In today’s lesson, we will see an example of two people who fell in love with each other, but it happened to them very differently. Get ready to discuss an interesting topic and learn more about telling stories. ''First best is falling in love. Second best is being in love. Least best is falling out of love. But any of it is better than never having been in love''. – Maya Angelou Vocabulary curious bullied impressed paying attention grabbed hanging out pursuing relentless time passed

Exercise 1 – Fill in the blanks with the correct words from the box above. 1. If you want to know more about something or someone, you are __curious __________________. 2. If you want to spend time with someone, you would be __________________ together. 3. If people are treating you very bad, you might feel ________________. 4. If someone kept trying and trying to do something, you might say he is __________________. 5. If some time went by, you might say __________________. 6. If you took something very quick and roughly, you would have __________________ it. 7. If someone was following you, he might be __________________ you. 8. If you thought someone was really smart, nice and dressed well, you might be __________________ with them. 22

9. If you were giving your time to someone and listening to him/her, you would be __________________ to him/her. Exercise 2 – Fill in the blanks with the correct vocabulary word in the right form. There is one line for each word or phrase. If there are two lines that means the sentence is using two of the words/phrases. 1. __Time passed __________________ as I got older and wiser, still feeling like a teenager inside. 2. Rustem was ________________ ______________ me, even though I wasn’t interested in him. 3. Stop __________________ me! If you don’t, I will tell the principal! 4. Would you please __________________ my coat for me from the closet!? 5. Please __________________! We have a lot to be done, and you haven’t been listening! 6. Would you like to come over to my house to _______________ for the evening? 7. He became more __________________ about the package, wondering what it was. 8. I wanted to __________________ Daniyl with my intellect, but I’m afraid I drove him away instead. Story – Do you believe in love at first sight? To celebrate the end of our first year at the KazNU University, my friends went to Elmira’s house. I don’t even remember why I couldn’t go that day. When they came back, all they could talk about was Elmira’s brother Alec – how amazing and handsome he was. Before too long, Elmira invited me to her house again. I was mildly curious about her brother but was mostly excited to be with Elmira. We had an amazing dinner in the garden, and Elmira showed me pictures from her childhood. After a while, her younger brother came home very upset and with his face bruised. Some older children had bullied him and beaten him up. Then Elmira’s brother Alec came home. He was cruel to his younger brother and made fun of him, angry that he let those older boys beat him. Needless to say, on my part it 23

was DEFINITELY NOT love at first sight. I was not impressed with him at all! Apparently, Alec didn’t feel the same way. The next morning as I was helping Elmira with the housework, she asked me to bring her a blanket that was on the bed. I grabbed the blanket off the bed without paying attention. There, under the blanket, was Alec! Elmira asked why he did that and told him to go away. I later learned that it was all part of the plan Elmira had thought up together with Alec. The plan that didn’t work. As time passed, Alec became relentless in pursuing me. He asked me out to movies and out to dinner. We started hanging out together as friends, although I still wasn’t romantically interested in him. One day, he told me that when I had taken the blanket off the bed at his house, that he was enraptured by my beauty, and overwhelmed by the girl standing and looking at him. He said he decided at that moment that I would be his wife. Yes, it was love at first sight for him, but I was still aloof and disinterested in Alec as a husband. One day, he came to our house to help repair our television. He didn’t know how to do it, but learned from a repairman that came with him and was able to fix our TV. That was impressive. Along with that day, there were many times that I was able to see that Alec was indeed friendly, helpful and kind. In addition, he was definitely handsome! He slowly won my heart, and we were married within three years. That was 23 years ago. Maybe falling in love at first sight is over-rated. It wasn’t what I experienced. However, for Alec it was, and that love gave him the energy and strength to keep pursuing me even though I wasn’t interested. For me, getting to know Alec over time was how I finally fell in love with him. Nevertheless, for anyone out there, whether love at first sight, or a long process of getting to know another person, love is worth it all! Comprehension – Work in pairs or groups to put the following pieces to the story in the correct order, 1-11. The 1st one is done for you. __1___ All they could talk about was Elmira’s brother Alec – how amazing and handsome he was. 24

______ Alec’s love gave him the energy and strength to keep pursuing me…….. ______ He came to our house to help repair our television. ______ …………her brother came home upset and with his face bruised. ______ as time passed, Alec became relentless in pursuing me. ______ we had an amazing dinner in the garden. ______ I was not impressed with him at all! ______ I grabbed the blanket off the bed without paying attention. ______ He said that at that moment he decided I would be his wife. ______ ....…. I was able to see that Alec was indeed friendly, helpful and kind. ______ maybe falling in love at first site is over-rated. Debate: Love at first sight – or not? – Split the class into two groups. One half will argue that it is better to fall in love right away, and the other half will argue that you should take time to get to know someone first. Use parts of the story, as well as any other stories you have read, examples of your own or from your friend’s/family’s lives, etc. to prove your point. – You have 10-15 minutes to prepare for the debate. All students should try to participate in discussion and debate. Appoint one person in each group to write down all of your debate arguments, and assign different students to take their turn sharing a point during the debate. – Next, have your debate! The teacher will decide who won Write your own story Everyone loves love stories. Write one! Be creative and imaginative. It doesn’t have to be true. In fact, wouldn’t it be more interesting to make one up? It can end on a high note, a low note – and can even be the most likely or unlikely of situations and people. Perhaps you might want to write a non-love story, sharing of unrequited love, or people who decided to be friends instead of lovers.

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– – –

Your completed story should consist of at least 400 and not more than 600 words. It should be typed and turned in at the beginning of the next class. Format: In the upper left corner, you should write your name, the date the paper is to be completed and the word count. Use at least five of the vocabulary phrases for this lesson. Extra points will be given if you use the vocabulary from other lessons.

 Here are a few writing tips: – Use emotional words – it is a love story! (look in our love story for help) – Build drama – don’t do a paragraph where they fall in love and live happily ever after, or fall in love and out of love. – Build in a lesson to be learned about life – Create characters that are complicated and that do amazing things – Don’t make it a story-tale – put some twists that surprise – Have bitter-sweet moments, or even ending Story outline – use to compose the first draft of your story. 1. _____________________________________________ (name of your story) 2. (context/introduction – who, what, when, where) 3. (problem/write details) 4. (solution/how did it work out, etc.) 5. (ending paragraph)

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LESSON 5 – WHO AM I? ''Who Am I?'' is an age-old question that has no easy answers. It includes musings about what we should be doing with our time, what clothes we should wear, who we should spend time with, what our future looks like, what do we believe in, what do we think about, etc.……………. It’s a very long list. Another way of putting it would be to say, ''What is my purpose in life?'' From the time we are no longer children, to our last breath, we are all asking questions about our identity to some degree. As we think about this topic, may we offer a quote from a famous modern-day author and philosopher? ''The ego is only an illusion, but a very influential one. Letting the ego-illusion become your identity can prevent you from knowing your true self. Ego, the false idea of believing that you are what you have or what you do is a backwards way of assessing and living life''. – Wayne Dyer Vocabulary Exercise 1 – Choose the correct word to match each picture: Sift through

Identity Chaste and principled

Looking on the bright side convictions

Struggle with

Forging ahead Personal Ill-equipped

_____________ _______________________ ______________

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_________________________ ____________________________

_________________________ ____________________________

Exercise 2 – Fill in the blanks with the correct word or phrase from the words above. Use the correct form of the word or phrase. 1. She would not give a bribe to anyone because of her _____________________. 2. Xambul _____________________ depression after his mother died. 3. Some people struggle with their _____________________ all their lives. 4. It was difficult, but he kept _____________________ until he made a decision. 5. Some people say she was _____________________ for the job. 6. Gulvira always _____________________, no matter what happens. 7. Adil said that he wanted a wife that is _____________________, not the one with bad morals. 8. Sometimes, it is necessary to _____________________ feelings to know what to do about something.

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Story – Who Am I? How do I feel about my identity, my future, and myself? It’s complicated getting in touch with all my feelings. When I was a child, life was easy. I didn't question everything I did or wonder what I should do in the future. I just ran around with my friends, playing until dark during the summers, going to school and doing my homework during the school year. I enjoyed my childhood. But now things are different. There are many decisions to make, and I am ill-equipped. I feel confused. I don't know who I am or who I should become. Living in the present with a simple past and uncertain future, I find myself questioning everything. Every moment there is change, new information, different traditions and viewpoints that I imagine would confuse anyone my age. Sometimes I don't know if it's alright to have light brown skin instead of white, or to keep my dark hair, or to be chaste and principled instead of behaving like people my age do on most of the television shows I watch. Some go back to their villages and/or families after they finish university studies, and some choose a different path than their tradition or culture suggest, forging ahead for a new future influenced by the West. I struggle with so much inside… I really do. I look to my parents, my relatives, my friends, and still don’t know where I am going. Yet. I wonder how long I will have to struggle with my identity. Does it all fall into place when I get a job or marry? Does the struggle ever end? Surely, it must. How do I navigate in this world that I can't change or control, but must live in? I don't think I have many answers, but I do have a few good questions that I can ask myself. First, how do I sift through everything in my head, so I can make decisions that I will be proud of when I am older? What are some goals I can set that will keep me heading in a positive direction? How can I stand firm in my personal convictions, yet continually grow and become wiser by constantly learning new things? I imagine most college age men and women experience the kind of feelings that I have right now. I wonder what questions they might be asking themselves about their identity. Looking on the bright side, 29

perhaps this is all a natural part of growing up and becoming an adult. As I discover who I am becoming, I am confident that I have the skills, qualities, and relationships it will take for me to be successful in the future. I don’t know what I will be, but I am excited, nervous, and curious on my journey. Comprehension – Circle the correct word for each sentence. There can be more than one right answer. 1. When the author was a child, life was (hard, easy, interesting). 2. The author feels (confused, ill-equipped, competent). 3. The author feels like he has a (uncertain, happy, difficult) future. 4. The author has some (good answers, good questions, fears) in our story. 5. Most people of college age probably (have, don’t have) identity issues according to the author. 6. Our author is (doubtful, confident) that she has what she needs to become successful in the future. 7. This story is about (ego, identity, life choices). Discussion – In groups, please discuss the following questions. Then choose someone from your group to share with the class your answers. 1. How would you describe the process of someone finding out who they are and what their purpose in life is? 2. Have you ever struggled with your identity? Talk about it. 3. Please describe people who may not have problems with their identity or their plans, if any. If you don’t think there are any that don’t struggle, why? 4. How much do you think a person’s inner life influences their identity? 5. Do you think a person IS what he/she thinks? Why or why not? 6. What are some ways a person can control his thoughts? 30

Write your own story ''Who are you?'' is what to focus on as you work on your story this week. Remember this from our quote, ''Ego, the false idea of believing that you are what you have or what you do is a backwards way of assessing and living life''. Think more about your hopes and dreams, what is deep inside of you, what you want to accomplish, rather than what you have, your social status, what you do now, etc. –

Your completed story should consist of at least 400 and not more than 600 words. It should be typed and turned in at the beginning of the next class. – Format: In the upper left corner, you should write your name, the date the paper is to be completed and the word count. – Use at least five of the vocabulary phrases for this lesson. Extra points will be given if you use the vocabulary from other lessons. – Here are a few questions to ask yourself as you prepare your story:  What are you thinking about most of your time?  What goals do you have for your life after finishing university?  What goals do you have for 10 years from now?  What are your preferences, dreams, skills, and aptitude, and how do they play into who you are?  What is important to you??? Story outline – use to compose the first draft of your story. 1. _____________________________________________ (name of your story) 2. (context/introduction – who, what, when, where) 3. (problem/write details) 4. (solution/how did it work out, etc.) 5. (ending paragraph)

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LESSON 6 – WHAT CHOICE DO YOU MAKE WHEN THERE ISN’T ONE? Tragedies. Some people never want to think about them. Some love to watch them on television every time they get a chance. Many of the classical literary works from the countries all over the world are tragedies. Tragedies don’t define life, but they are definitely a part of it. During this lesson, we will delve into the subject of tragedy for just a moment, maybe to learn something about our world and ourselves. For some of you, it will help realizing you do not suffer alone. For others, it will help realizing how blessed you are in your lives. ''Every tragedy has a lesson equal in significance to its heartbreak'' – (inspiring-pictures.com) Vocabulary Exercise 1 – Choose the correct word/phrase to match each sentence. – – – – – – – –

Behind enemy lines Taken for granted Recuperated under her care Took place Outskirts In debt Victim of famine Extreme grief

1. My friend lives outside the city in a small village. ________________ 2. I don’t think about the things I have because I know they will always be there. ________________ 3. I owe Daniyl my life, because he saved me when I was a little boy. ________________ 4. In the war, he lived in an area the enemy had control of. ________________ 32

5. The celebration happened in his hometown every year. ________________ 6. They were overcome after an attack on their city, many civilians were killed. ________________ 7. The child died as a result of circumstances that happened during the time when there was no food to eat for a long time. ________________ 8. She got better after a while because she was taken care of by someone. ________________ Story – What Choice Do You Make When There Isn’t One? In the early 1950’s, when my father was born, times were still very difficult following World War II. People worked from early morning until late at night for one sack of wheat. My grandmother, my father’s mother, worked behind enemy lines during the war. She told us the only way our family survived the famine was making flour at the mill from black olives of the Oleaster (Russian olive) tree and baking bread. There was no money to buy things we take for granted today. For example, my dad walked to school barefoot because he had no shoes. Eventually he caught a terrible cold and was treated in the hospital, but the doctors didn’t think he would recover, so they sent him home to die. Thankfully, my grandmother had hope, and he recuperated under her care. My father remembers the difficult days of his childhood with a sigh, but he also remembers a tragic story he heard about an even more difficult time as retold by the outstanding Kazakh scholar, who heard it from his mother. The story took place in Tulkibas, southern Kazakhstan, during the famine of the 1930’s: ''In order to survive during the famine, mother decided to take us to the neighboring village where her relatives lived. We were three, mother, my little sister, and me. There was a garden in the outskirts of our village. While we were walking on the narrow garden path, we ran across a pack of wolves. Times were so bad that there was no longer 33

any food even for the wolves, so they began to attack people. The wolves made a circle around us. My mother screamed for help, but no one was nearby- no one heard her. Not knowing what to do to protect us from the wolves and survive, she laid my little sister down on the ground, took my hand and ran. She thought she could get help and come back and save my sister. When she returned with others to the place she had left my sister, only the wolves were there. My sister was gone. I am forever in debt to my little sister, who was the victim of famine. I asked mom why she didn’t leave me instead of my little sister. She said, ''Saving a son is more important''. Of course, it was impossible for me to feel my mother’s extreme grief. I was speechless following the story. Silently, I asked God that these horrible days of famine would never be repeated''. Comprehension – Choose T for true and F for false for the sentences below. 8. After WW2, people worked many hours a day for the food they needed. 9. What saved the author’s family was olives. 10. The author’s father almost died because his mom couldn’t afford to buy him shoes. 11. This story is about two different tragic times. 12. During the famine of the 1930s, there was only enough food for animals, but not enough for people. 13. Tragedies can teach us something about life. Discussion – In groups, please discuss the following questions. Then choose someone from your group to share with the class your answers. 7. Do you enjoy watching tragic, or horror films? Why do you think you are attracted to them if ''yes'' and how do you feel about them if ''no''? 8. Tell about a tragedy you know about personally (you or someone you know), or one you have seen in a movie or heard about. 34

9. In the story about the famine, how do you feel about what the mother decided to do? What do you think you would have done? 10. What are the life lessons from this story? 11. Do you believe what happened to the Kazakh scholar when he was a child helped him become a great man? Write your own story Are you ready to write a tragedy? The tragedies people, and even nations face, make them what they are to some degree. They can make or break us. You decide on the outcome of your tragedy. Share something you know about or create your own. Tragedies are dramas, and expected to elicit from your readers a little of every emotion as you write your story. –

Your completed story should consist of at least 400 and not more than 600 words. It should be typed and turned in at the beginning of the next class. – Format: In the upper left corner, you should write your name, the date the paper is to be completed and the word count. – Use at least five of the vocabulary phrases for this lesson. Extra points will be given if you use the vocabulary from other lessons. – Here are a few questions to ask yourself as you prepare your story:  There is no tragedy without love.  Write your story in a way that readers can find a life lesson as they finish hearing or reading your story.  Be creative – bold, daring – yet sensitive.  Tragedy is a part of everyone’s life. Tune in to that as you write your story, to pull more people into your drama. Story outline – use to compose the first draft of your story. 1. _____________________________________________ (name of your story)

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2. 3. 4. 5.

(context/introduction – who, what, when, where) (problem/write details) (solution/how did it work out, etc.) (ending paragraph)

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LESSON 7 – SHOULD I JUST LOOK THROUGH THE FENCE OR GO IN? Volunteerism is an important part of the fabric of our world. It’s one thing to give of your time and talents to make money. It’s another to give of your time and talents without receiving money, just to help others. To volunteer for charitable, educational, community and other purposes is more important than we can imagine. This week we will look at the life of one volunteer, share about our own experiences with volunteerism, and dream of how we can help others through our gifts and talents. ''The meaning of life is to find your gift. The purpose of life is to give it away''. – William Shakespeare Vocabulary Break up into groups of three or four. Using as many words as you can from the vocabulary below, write a story about volunteering. Have someone from each group share the group’s story. (All definitions by Merriam-Webster online English learner’s dictionary) 1. Autistic – a condition or disorder that begins in childhood and that causes problems in forming relationships and in communicating with other people 2. Endear – to cause (someone) to be loved or admired by (someone or something) 3. Disability – a condition (such as an illness or an injury) that damages or limits a person's physical or mental abilities 4. Intrigue – to make (someone) want to know more about something: to cause (someone) to become interested 37

5. Volunteer – to offer to do something without being forced to or without getting paid to do it 6. Renowned – known and admired by many people for some special quality or achievement a. a restaurant renowned for its wine list b. a renowned scientist 7. Grants – an amount of money that is given to someone by a government, a company, etc., to be used for a particular purpose (such as scientific research) a. Her study is being funded by a federal grant. b. They wrote a grant proposal to get funding for the project. 8. Fund-raising – activity done to collect money for a political party, charity, school, etc. a. political fund-raising b. a fund-raising dinner/campaign 9. Strides – (3rd meaning) – a change or improvement that brings someone closer to a goal – usually plural a. Great strides [=advances] have been made in the control of tuberculosis. b. The patient is making strides toward a complete recovery 10. Impact – (2nd meaning) powerful or major influence or effect a. These warnings have been heard so often that they have lost their impact. b. The book had a huge impact when it first came out. c. We need to be concerned about the environmental impacts of all this construction. d. She expects to make an immediate impact at work. Story – Should I Just Look Through the Fence or Go in? Every day when Aygul walked past the school for autistic children on her way to class, she would stop and watch the children through the fence as they were playing. They seemed so gentle, quiet. 38

Some seemed lonely. Almost none were playing on the swings or sliding down the slides. However, there was something wonderful she saw that endeared them to her. One day she went to the library to find out more about autism. She discovered that people with autism don't see the world like other people. They often have great difficulty communicating. There are different degrees and kinds of autism, with some autistic individuals functioning normally in society. Autistic people are often very intelligent. After reading about them, she was even more intrigued. Aygul wanted to make an impact on lives around her, not just live for herself. She realized there were many people that didn’t have the opportunities she did in life, be it for a medical condition like these autistic children, extreme poverty, illness or other reasons. She wanted to explore ways she could help other people. That's when, as a 15-year-old, she decided to stop looking through the fence of the school and go in to volunteer. She became a playground monitor three days a week, taking care of the children when they were outside. She always looked forward to her times at the school. She volunteered until she graduated from university, so in some ways she ''grew up'' with the children there. Adil was one of her favorites. Every time she would sit with him and talk, he would look deep into her eyes just for a second, and then just look away as though he wasn't listening. But she knew he was. One day, as she was sitting with him, she talked about her dreams, hopes, fears and so on. She wanted to connect with him. Since he rarely spoke, she didn't expect him to say anything after she poured out her heart, but he did. He looked intently at her and said, "Sometimes life is a puzzle. But you’re a puzzle master''. Another student, Sanzhar, was sitting with her one afternoon as she worked on her calculus problems. She expressed how she was having a hard time, and that these problems were too difficult for her. Sanzhar took her homework, slowly completing the problems, frequently looking up at her, to make sure she understood the answers. 39

He didn’t say a word the whole time. The incredible part was that he was only ten years old. Because of her experiences at the school, she decided to become a teacher for handicapped children and later continued her education, eventually becoming the director of a renowned school for children with autism. She found grants, and did fund-raising for autism awareness and treatment. She took great strides in helping children and adults with autism during her lifetime. When asked by anyone for advice on how to become successful, she would say, ''don’t just look through the fence, knock it down and discover where love can take you''. Comprehension – Provide short answers for the questions below. 14. How often did Aygul go past the autistic school? _______________________________________________________ 15. How old was she when she started volunteering at the school? _______________________________________________________ 16. What did she do at the school? _______________________________________________________ 17. How long did she volunteer at the school? _______________________________________________________ 18. What did she decide to do as a result of her volunteerism at the school? ______________________________________________ 19. What did she do to help children with autism? _______________________________________________________ 20. Put in your own words the advice she gave to people who asked about her success. _______________________________________________________ 40

Discussion – Break into pairs or small groups (depending on class size). Each pair/group will have one of the items below (given by the instructor) to prepare a short talk about your item. Then each pair/group will share their answer with the class. 12. Explain why volunteerism is important in Kazakhstan. Include any experiences you have. 13. How difficult do you believe it would be to find paid work in a non-profit environment? (You can look for the information on the internet – in English if possible – in the search for resources.) 14. How do you personally feel about volunteerism, and what would you, as a young person, like to do in the future in the area of volunteerism? (For this purpose, each person from the pair/group should share his opinion around for one or two minutes.) 15. Tell us a little about autism. (You can use your phones to research on the Internet – in English if possible.) 16. What programs are there in Kazakhstan (find from the Internet) for children and adults with autism? Is there a school in Almaty for autistic children? 17. What kind of volunteer organization would you consider starting if you had the chance? Why? Write your own story This is a time to put your creative and empathetic thoughts to use. Write a story about volunteerism. It can relate to a personal or known experience, or you can create one. Try to include some of the ideas from the story and discussions. What would you like to see change around you? What injustices would you like to see stopped or what help for the helpless would you like to see happen? Write about it! – –

Your completed story should consist of at least 400 and not more than 600 words. It should be typed and turned in at the beginning of the next class. Format: In the upper left corner, you should write your name, the date the paper is to be completed and the word count. 41

– – –

– – – –

Use at least five of the vocabulary phrases for this lesson. Extra points will be given if you use the vocabulary from other lessons. Here are some types of organizations that help people: Charities that help the poor and the marginalized: hospitals, organizations for people with all kinds of disabilities, feeding the poor, colleges, low-income housing, day-care centers, museums and the arts, colleges. Social welfare agencies that promote community and individual welfare. Business support organizations that promote fair practice and support for all types of businesses. Social or recreation clubs – support for communities. There are many others not listed here. Use your own imagination! Story outline

– use to compose the first draft of your story. 1. _____________________________________________ (name of your story) 2. (context/introduction – who, what, when, where) 3. (problem/write details) (solution/how did it work out, etc.) (ending paragraph)

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LESSON 1 – HAVE YOU EVER BEEN LOST? (LESSON PLAN AND ANSWER KEY) The total time is approximately 80-90 minutes Preparation – – Print on card stock or photo paper and cut out pictures and phrases. – Think of a story of when you or someone you know was lost as a child. 1. Lead in to build interest: (5 min) – Ask the students if they were ever lost when they were children. How did it feel? – Tell a story of a time you or someone you know was lost. 2. Vocabulary – – Pre-teach phrases (5 min) a. Read the phrases or play audio. b. Split class in half. Give the 1st group half of the vocabulary pictures and the other half to the rest. Lay all the phrases on the table randomly. c. The first group to put the correct phrases with the pictures wins. – Vocabulary – Phrase Exercise (5 min) a. Explain vocabulary exercise and instruct students to fill out by themselves. b. Break them into pairs to check their answers. c. Check the answers in class. 3. – a. b. – a.

Story – Listen for gist (play ''Tulips'' audio) (7 min) Tell students just to listen to the story with their book closed. Ask what the story is about generally Read for details (7 min) Give students time to read the story, concentrating on details. 43

4. Comprehension – (7 min) – Do the exercise individually and check the answers in class. 5. Discussion – (20-25 min) – – Split the class up into groups of three or four. Have them work on the discussion questions. a. Each group should pick one person to tell the class the group’s answer to question one. b. Another person from the group should be chosen to tell the group’s story to the class. c. Pick a few groups to share answers for question one and a few other groups to share their story. 6. Write your own story preparation (5-10 min) – go through the guidelines and story outline sheet, making sure the students understand what is expected. Explain that four or five students will present their story at the next class, so all should be prepared.

KEY Vocabulary 11. Weren’t 12. When we finally 13. Kept going 14. Looking for 15. Lesson learned 16. All I could think about 17. Boasted about 18. At one point 19. Decided to take a guess Comprehension 1. F 2. T 3. F 44

4. T 5. F 6. F 7. T 8. T 9. F 10. F

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LESSON 2 – ARE THINGS ALWAYS AS THEY SEEM? (LESSON PLAN AND ANSWER KEY) The total time is approximately 80-90 minutes 1. Introduction (5 min) – – Ask students how they felt about last week’s lesson and writing their stories. Was it difficult for them? What did they enjoy about it? 2. Story presentations (20-25 min) – – Have four to six students (depending on time) read their paper from the last week’s lesson – ask for volunteers. – Point out that there is a 5-minute limit to present their paper to the class. 3. Lead in to today’s lesson (5 min) – – What do you think the title of today’s lesson means? Have you ever had a friend who betrayed you? Did you ever do something that seemed right, only it wasn’t? Have you ever felt as if everything was great, and then suddenly something happened that was terrible? 4. Vocabulary (7 min) – – Read phrases and have students repeat. Reveal what students think the phrases mean. – Work with the PowerPoint vocabulary file with a projector or on a laptop, and divide students into pairs or small groups to decide which phrase goes with which picture. a. Have students individually do the exercise at first, and then ask them to check with their partners or groups to compare. b. Check the answers. – Give instructions for vocabulary exercise. Have students fill out independently and check the answers. 5. Story (10 min) –  Listen for main ideas (play ''The Game'' audio) (5 min) 46

 Ask what the story is generally about. – Read for details (5 min)  Ask the students to read the story, concentrating on details. 6. Comprehension (5 min) – – Do the exercise individually and check the answers in class. 7. Discussion (20-25 min) – – Have students discuss the questions in small groups (change groups) and choose a spokesperson to share the opinions of the group. – Then call on groups to answer questions (one or two questions for each group). 8. Write your own story preparation (10 min) – – Go through the instructions and make sure the students understand. Explain how presentations will work for the next lesson – that some students will be presenting their stories, so all should be prepared. Students that did not share their stories could be presenting at the next lesson. Vocabulary – Read the sentences, which include some phrases from today’s story. Circle the answer (a, b, or c) that best matches the meaning of each bold underlined word or phrase. 1. b. 2. c. 3. a. 4. a. 5. c. 6. c. 7. c. 8. a. Comprehension – Read the sentences. Then circle the answers that accurately complete each statement (there can be more than one right answer). 1. c. 2. a., c.

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3. 4. 5. 6. 7. 8.

b., c. a. a. a., c. b, c. a., b., c.

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LESSON 3 – SHOULD WE ALWAYS DO WHAT WE’RE TOLD? (LESSON PLAN AND ANSWER KEY) The total time is approximately 80-90 minutes 1. Introduction (5 min) – – Ask students how they felt about last week’s lesson and writing their stories. Was it difficult for them? What did they enjoy about it? 2. Story presentations (20-25 min) – – Have four to six students (depending on time) read their paper from the last week’s lesson – ask for volunteers. – Point out that there is a 5-minute limit to present their paper to the class. 3. Lead in to today’s lesson (5 min) – – How do you feel about challenging authority? Is it always good to get a second opinion if a doctor tells you something is wrong? Or if someone tells you to do something that you know isn’t right? Maybe, everyone is trying to help, but you feel that you have to make your own decision? 4. Vocabulary (7 min) – – Read the vocabulary words and have students repeat. Explain the meaning. – Explain exercise 1 and 2 to the class. – Break students into pairs and have them work with their partner. – Then change pairs to check with a new partner – check together with the class. 5. Story (10 min) –  Listen for main ideas (play Should We Always Do What We’re Told audio) (5 min)  Ask what the story is generally about. 49

 Read for details (5 min)  Ask the students to read the story, concentrating on details. 6. Comprehension (5 min) – – Do the exercise individually and check the answers in class. 7. Discussion (20-25 min) – – Have students discuss the questions in pairs. – Then call on different students to answer questions. 8. Write your own story preparation (10 min) – – Go through the instructions and make sure the students understand. Ask them if they can think of a few opening lines that would be interesting. – Explain how presentations will work for the next lesson – that some students will be presenting their stories, so all should be prepared. Students that did not share their stories could be presenting at the next lesson.

KEY 1. There are three words alongside each vocabulary word. The vocabulary words are bolded. Mark out the word that is not a synonym to the vocabulary word. (Please don’t use your cell phone to find the answer.) 8. Specialize generalize 9. Shining dull 10. Absolutely doubtfully 11. Mistake 12. Experienced 13. Confidence 14. Midst

truth rejected doubt outside

2. Using the vocabulary words above, fill in the correct word in the correct form for the sentences below.

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8. Shined 9. Confident 10. Mistaken 11. Specialized 12. Midst 13. Absolutely 14. Experience Comprehension – Fill in the correct word/phrase from the box below. Some of the words do not apply. Please choose the best answer for each blank. Remember sick soon parents pregnant laughed beautiful one day forget several hours hospital best pregnant women Immediately shining cried relatives Tuberculosis difficult within two weeks

11. RELATIVES 12. IMMEDIATELY 13. CLINIC 14. PREGNANT 15. TUBERCULOSIS 16. ONE DAY. 17. BEST 18. SHINING 19. CRIED 20. FORGET

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clinic

LESSON 4 – DO YOU BELIEVE IN LOVE AT FIRST SIGHT? (LESSON PLAN AND ANSWER KEY) The total time is approximately 80-90 minutes 1. Introduction (5 min) – – Ask students how they felt about last week’s lesson and writing their stories. Was it difficult for them? What did they enjoy about it? 2. Story presentations (20-25 min) – – Have four to six students (depending on time) read their paper from last week’s lesson – ask for volunteers. – Point out that there is a 5-minute limit to present their paper to the class. 3. Lead in to today’s lesson (5 min) – – What do you know about love? Do you love to read love stories, do you dream about falling in love? Or maybe you don’t think about it at all, and think of love in a different way. 4. Vocabulary (7 min) – – Read the vocabulary words and have students repeat. Explain the meaning. – Explain exercise 1 and 2 to the class. – Break students into pairs and have them work with their partner. – Then change pairs to check with a new partner – check together with the class. 5. Story (10 min) – – Listen for main ideas (play Should We Always Do What We’re Told audio) (5 min) – Ask what the story is generally about. – Read for details (5 min) – Ask the students to read the story, concentrating on details. 52

6. Comprehension (5 min) – – Do the exercise individually and check the answers in class. 7. Discussion (20-25 min) – (student instructions) – Split the class into two groups. One half will argue that it is better to fall in love right away, and the other half will argue that you should take time to get to know someone first. Use parts of the story, as well as any other stories you have read, examples of your own or your friend’s/family’s lives, etc. to prove your point. – You have 10-15 minutes to prepare for the debate. All students should try to participate in discussion and debate. Appoint one person in each group to write down all of your debate arguments, and assign different students to take their turn sharing a point during the debate. – Facilitate the debate and determine a winner. 8. Write your own story preparation (10 min) – – Go through the instructions and make sure the students understand. Explain some story lines to students, or tell a short love story that you know to help them.

KEY Vocabulary Exercise 1 – Fill in the blanks with the correct words from the box above. 1. CURIOUS 2. HANGING OUT 3. BULLIED 4. RELENTLESS 5. TIME PASSED 6. GRABBED 7. PURSUING 53

8. IMPRESSED 9. PAYING ATTENTION Exercise 2 – Fill in the blanks with the correct vocabulary word in the right form. There is one line for each word or phrase. If there are two lines, that means that the sentence is using two of the words/phrases. 9. TIME PASSED 10. RELENTLESSLY PURSUING 11. BULLYING 12. GRAB 13. PAY ATTENTION 14. HANG OUT 15. CURIOUS 16. IMPRESS Comprehension – Work in pairs or groups to put the following pieces to the story in the correct order, 1-11. The 1st one is done for you. 10 Alec’s love gave him the energy and strength to keep pursuing me…….. 8 He came to our house to help repair our television. 3 …………Her brother came home upset and with his face bruised. 1 All they could talk about was Elmira’s brother Alec – how amazing and handsome he was. 6 As time passed, Alec became relentless in pursuing me. 2 We had an amazing dinner in the garden. 4 I was not impressed with him at all! 5 I grabbed the blanket off the bed without paying attention. 7 He said that at that moment he decided I would be his wife. 8 ....…. I was able to see that Alec was indeed friendly, helpful and kind. 9 Maybe falling in love at first site is over-rated.

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LESSON 5 – WHO AM I? (LESSON PLAN AND ANSWER KEY) The total time is approximately 80-90 minutes 1. Introduction (5 min) – – Ask students how they felt about last week’s lesson and writing their stories. Was it difficult for them? Did it change how you feel about ''falling in love?'' 2. Story presentations (20-25 min) – – Have four to six students (depending on time) read their paper from the last week’s lesson – ask for volunteers. – Point out that there is a 5-minute limit to present their paper to the class. 3. Lead in to today’s lesson (5 min) – – Ask a few students, ''Who are you?'' Let them answer in whatever way they like, explaining they can describe anything they want about themselves. – I don’t think many of us spend much time thinking about who we are. Teachers are busy preparing and teaching lessons, taking care of families, living life. Students are busy with their classes, friends, and home tasks. Sometimes we live in a swirl of feelings without understanding many of them. This week we are going to look into ourselves, and think about perhaps the most important question that we will ever ask ourselves, ''Who am I?'' 4. Vocabulary (7 min) – – Read the vocabulary words and have students repeat. Explain the meaning. – Explain exercises 1 and 2 to the class. – Break into small groups to work. – Ask the groups to give their answers and let the rest of the class say if the answers are correct. 55

5.    

Story (10 min) – Listen for main ideas (play ''Who Am I'' audio) (5 min) Ask what the story is generally about. Read for detail (5 min) Ask the students to read the story, concentrating on details.

6. Comprehension (5 min) – – Do the exercise individually and check the answers in class. 7. Discussion (20-25 min) – (student instructions) – Split into six groups or pairs, one question for each group/pair. If there are not at least 12 students, give more than one question to one or two of the groups. – Have each group share their answers, then arrange the discussion among the entire class as well. 8. Write your own story preparation (10 min) – – Ask a few of the students how they will go about putting together their story about their identity. Ask them what they think self-awareness is. Answer any questions.

KEY Vocabulary Exercise 1 – Write the correct word below each picture 1. 2. 3. 4. 5. 6. 7. 8.

Identity Personal convictions Looking on the bright side Sift through Chaste and principled Struggle with Forge ahead Ill-equipped 56

Exercise 2 – Fill in the blanks with the correct word or phrase from the words above. Use the correct form of the word or phrase. 1. She would not give a bribe to anyone because of her personal convictions. 2. Xambul struggled with depression after his mother died. 3. Some people struggle with their identity all their lives. 4. It was difficult, but he kept forging ahead until he made a decision. 5. Some people say she was ill-equipped for the job. 6. Gulvira always looks on the bright side, no matter what happens. 7. Adil said that he wanted a wife that is chaste and principled, not the one with bad morals. 8. Sometimes, it is necessary to sift through feelings to know what to do about something. Comprehension – Circle the correct word for each sentence. There can be more than one right answer. 21. When the author was a child, life was (hard, easy, interesting). 22. The author feels (confused, ill-equipped, competent). 23. The author feels like he has a (uncertain, happy, difficult) future. 24. The author has some (good answers, good questions, fears) in our story. 25. Most people of college age probably (have, don’t have) identity issues according to the author. 26. Our author is (doubtful, confident) that she has what she needs to become successful in the future. 27. This story is about (ego, identity, life choices).

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LESSON 6 – WHAT CHOICE DO YOU MAKE WHEN THERE ISN’T ONE? (LESSON PLAN AND ANSWER KEY) The total time is approximately 80-90 minutes 1. Introduction (5 min) – – Ask students how they felt about last week’s lesson and writing their stories. Was it difficult for them? Ask a few students to share what they learned about themselves as they prepared their story for today. 2. Story presentations (20-25 min) – – Have four to six students (depending on time) read their paper from the last week’s lesson – ask for volunteers. – Point out that there is a 5-minute limit to present their paper to the class. 3. Lead in to today’s lesson (5 min) – – Ask a few students what comes to mind when they hear the word ''tragedy''. – As we look at a few tragic stories today, we want to have an outlook that allows us to experience the feelings that go with these tragedies, and even more, to see what we can learn from the life lessons they represent. 4. Vocabulary (7 min) – – Have students complete exercise #1 and go over in class 5. Story (10 min) – – Listen for main ideas (play ''What Choice Do You Make When There Isn’t One'' audio) (5 min) – Ask what the story is generally about. – Read for details (5 min) – Ask the students to read the story, concentrating on details.

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6. Comprehension (5 min) – – Do the exercise individually and check the answers in class. 7. Discussion (20-25 min) – (student instructions) – Split into small groups to discuss questions – Have each group share their answers, with the discussion among the entire class as well. 8. Write your own story preparation (10 min) – – Go over the story preparation page and ask a few students what they might consider doing for their story. – Answer any questions.

KEY Vocabulary Exercise 1 – Choose the correct word/phrase to match each sentence. 9. My friend lives outside the city in a small village. outskirts 10. I don’t think about the things I have because I know they will always be there. taken for granted 11. I owe Daniyl my life, because he saved me when I was a little boy. in debt 12. In the war, he lived in an area the enemy had control of. behind enemy lines 13. The celebration happened in his hometown every year. took place 14. They were overcome after an attack on their city, many civilians were killed. extreme grief 15. The child died as a result of circumstances that happened during the time when there was no food to eat for a long time. victim of famine 16. She got better after a while because she was taken care of by someone. recuperated under her care 59

Comprehension – Choose T for true and F for false for the sentences below. 28. After WW2, people worked many hours a day for the food they needed. F 29. What saved the author’s family was olives. T 30. The author’s father almost died because his mom couldn’t afford to buy him shoes. F 31. This story is about two different tragic times. T 32. During the famine of the 1930s, there was only enough food for animals, but not enough for people. F 33. Tragedies can teach us something about life. T

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LESSON 7 – SHOULD I JUST LOOK THROUGH THE FENCE OR GO IN? (LESSON PLAN AND ANSWER KEY) The total time is approximately 80-90 minutes 1. Introduction (5 min) – – What was it like to write a tragedy? Ask a few students to share how they made their decision what to write about. Was it more difficult than other stories they have written, or easier? 2. Story presentations (20-25 min) – – Have four to six students (depending on time) read their paper from the last week’s lesson – make sure you are rotating so all the students are evenly sharing stories over the course of time – Point out that there is a 5-minute limit to present their paper to the class. 3. Lead in to today’s lesson (5 min) – – Ask students what their current experience is with volunteerism. – Present the ideas as to the different areas of society (medical, social, educational, etc.) in which volunteers are required. 4. Vocabulary (12 min) – – Break students into groups of three or four to write a story about volunteering including some of today’s vocabulary. They should write a few paragraphs. – Don’t focus on grammar. Encourage them to feel free, focusing on expressing a story about volunteerism, not using perfect English. – Have them share their stories. 5. Story (10 min) – – Listen for main ideas (play “Should I Just Look Through the Fence or Go in” audio) (5 min) 61

– – –

Ask what the story is generally about. Read for details (5 min) Ask the students to read the story, concentrating on details.

6. Comprehension (5 min) – – Have them fill in the blank questions. Write the sentences on the board with the room for answers and have students come up and fill in the answers. 7. Discussion (15-20 min) – (student instructions) – Split into small groups to discuss questions. At this lesson, each pair or group will prepare a short talk on one of the questions and share it with the class. 8. Write your own story preparation (5 min) – – Go over the story preparation page and ask a few students what they might consider doing for their story. – Answer any questions.

KEY Comprehension – Give short answers to the questions below. 34. How often did Aygul go past the autistic school? Every school day 35. How old was she when she started volunteering at the school? 15 36. What did she do at the school? Helped with the children on the playground 37. How long did she volunteer at the school? Until she finished the university 38. What did she decide to do as a result of her volunteerism at the school? She initially decided to teach handicapped children and help autistic children in many ways. 39. What did she do to help children with autism? She was director of a renowned school for children with autism, found grants and did fund-raising to help people with autism, and helped in many ways to improve life for people with autism. 62

TABLE OF CONTENTS ACKNOWLEDGEMENT ............................................................................... 4 LESSON 1 – HAVE YOU EVER BEEN LOST? ........................................... 5 LESSON 2 – ARE THINGS ALWAYS SUCH AS THEY SEEM? .............. 10 LESSON 3 – SHOULD WE ALWAYS DO WHAT WE’RE TOLD? ............................................................................ 16 LESSON 4 – DO YOU BELIEVE IN LOVE AT FIRST SIGHT........................................................................... 22 LESSON 5 – WHO AM I? ................................................................................ 27 LESSON 6 – WHAT CHOICE DO YOU MAKE WHEN THERE ISN’T ONE? ......................................................................... 32 LESSON 7 – SHOULD I JUST LOOK THROUGH THE FENCE OR GO IN?................................................................................ 37 LESSON PLAN AND ANSWER KEY ........................................................... 43

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Еducational issue

Manshuk Mambetova Linda McPherson

STORIES FROM KAZAKHSTAN Learning English through Stories Learning and writing your own stories in English Pre to Upper Intermediate Level Supplemental Studies Educational manual

Editor V. Popova Typesetting U. Moldasheva Cover design Ya. Gorbunov

IB №13573 Signed for publishing 03.04.2020. Format 60x84 1/16. Offset paper. Digital printing. Volume 4 printer’s sheet. 100 copies. Order №3412. Publishing house «Qazaq University» Al-Farabi Kazakh National University KazNU, 71 Al-Farabi, 050040, Almaty Printed in the printing office of the «Qazaq University» publishing house.

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