Short term plan: term 3

Unit: 5 Stress and Fear Lesson 49

Teacher name:

Date:
Grade: 10 Number present: absent:
Lesson title Fears
Learning objectives 10.1.3.1 - respect differing points of view;
10.3.2.1 - ask and respond to complex questions to get information about
a wide range of general and curricular topics;
10.5.2.1 - use a growing range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Lesson objectives Learners will be able to:
- introduce the topic and new vocabulary
- introduce new vocabulary in context
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginning Organization moment : The aim: To develop The teacher to

of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming- The teacher sets the lesson atmosphere “Good job! Pictures
up objectives, letting students know Efficiency: By wishing Well done!”
what to anticipate from the
each other they feel Formative
lesson.
better and feel the Assessment
Warming up
support of others
3 min. Where are you from?
Students of the class are
How old are you?
listed.
What color is it?
Students' attention is
How many students are
drawn to the lesson. Good job!
there in class?
Students say different Descriptor:
Pre- What day of the week
words from the picture - remembers the
learning today?
•Learners remember lesson passed worksheet
«Brainsto Lead – In
rming» previous lesson Point 1
method vocabulary Assessment
7 min. •Learners answer the criteria
questions make basic
statements related Picture
to personal
information, people
and objects
Middle of Ex:1 P:61 Descriptor:
the lesson • Learners look at the - look at the bar
• Direct Ss' attention to the bar graph.
Presentati graph.
on part. pictures A-E and the graph and ANSWERS - match them Card
30 min give Ss time to match them. A-closed spaces Total: 2 point Workshee
Elicit answers from Ss around the B-storms
C-flying
t
class.
D-open water
Differentiation: «Verbal support» E-animals/bugs
method is used to help Ss use new
words in the sentences. Students
• Learners choose the book
correct word. Self assessment
Ex: 2 P: 61 ANSWERS Descriptor:
• Give Ss time to choose the 1 sick, shake - choose the
correct words and then ask Ss to 2 bite, freeze correct word.
check their answers by looking up 3 sweat - check their
the meanings of the words in the 4 hide answers
Word List at the back of the book. 5 attacks Total: 2 point

• Learners answer the Descriptor:

Ex: 3 P: 61 question. Tell your - answer the
• Ask Ss to talk in pairs about partner. question.
which situations make them feel ANSWERS - tell your partner.
the most uncomfortable. I feel uncomfortable at - check their
Ask some pairs to tell the class. great heights. I feel a bit answers
scared that I will fall. I Total: 3 point
Conclusion during the lesson
some tasks differentiated by also feel uncomfortable
-Make CCQ
outcomes of the students and by near bugs. I think they
their abilities. questions Yes / No
will bite or sting me.
Total: 1 point

Total: 10 point
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 3

Unit 5 Stress and Fear Lesson 50

Teacher name:

Date:
Grade: 10 Number present: absent:
Lesson title Stress and Fear Arachnophobia
Learning objectives 10.4.4.1 - read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
10.4.9.1 - recognize inconsistencies in argument in extended texts on a
wide range of general and curricular topics;
10.3.2.1 - ask and respond to complex questions to get information about
a wide range of general and curricular topics;
Lesson objectives Learners will be able to:
- introduce key vocabulary from a tex
- read for gist comprehension (matching headings to paragraphs)
- consolidate information in a text
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginnin Organization moment : The aim: To develop The teacher to

g of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming The teacher sets the lesson atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing Well done!”
what to anticipate from the lesson.
each other they feel Formative
Warming up
better and feel the Assessment
Where are you from?
support of others
3 min How old are you?
Students of the class are
What color is it?
listed.
How many students are
Students' attention is
there in class? Good job!
drawn to the lesson.
What day of the week Descriptor:
Determines the topic
Pre- today? - know daily
and purpose of the
learning Ask a few pupils to stand up and routines
lesson worksheet
«Brainsto stand in a row. Ask the rest of the vocabulary
rming» •Learners remember
class questions to revise the - know prepositions
method previous lesson
ordinals. of place
7 min. vocabulary
Lead – In Point 1
Assessment
criteria
Students say different - Learners have
words from the picture met the learning Student’s
objectives if they
Answer the question. can talk about book
Middle of Descriptor:
Ex:1 P:62 • Pupils read the dictionary
the
• Direct Ss to the dictionary entry, the - read the
lesson entry and look at the title dictionary
title of the text and the picture and of the text.
Presenta question. Card
then elicit an answer to the question. ANSWERS
tion part. - an answer to the Worksheet
30 min Arachnophobia is the fear question
Ex: 2 P: 62 of spiders Total: 2 point
• Refer Ss to the Word List at the back
of their books and give them time to • Pupils check the
look up the meanings of the words Students
words/phrases below in book
given. the world list.
Give Ss time to complete the ANSWERS
sentences with the words and then 1 arachnid
check Ss' answers. 2 suffer, sweat
3 venom, harm
4 nutritious
Ex: 3 P: 64 5 creepy Self assessment
• Ask Ss to read the headings A-E and 6 treatment Descriptor:
then read the text again and choose - check the
the correct heading for each • Pupils read again and words/phrases
paragraph (1-4). match the headings - complete the
Check Ss' answers around the class. Ss ANSWERS
1 D (one of the most common
sentences.
should justify their choices. phobias) Total: 2 point
2 B (maybe... ugly
Differentiation: «Verbal support» appearance... or because they
method is used to help Ss use new suddenly appear)
3 E (perfect pest controllers, Descriptor:
words in the sentences. eating creepy crawlies... in our - read again
homes) - match the headings
Ex: 4 P: 64 4 A (there is hope)
Total: 2 point
• Give Ss time to answer the
questions. • Pupils based on
Remind Ss not to copy from the text information in the text
Descriptor:
but to paraphrase the information in answer the questions.
- answer the
their own words. ANSWERS
questions.
Check Ss' answers around the class. Students own answer
Total: 1 point

Ex: 5 P: 64 • Pupils match the words

• Ask Ss to find the words in bold in in bold in the text.
ANSWERS Descriptor:
the text and to read the Para 1: scream = shout, - match the words in
words/phrases in the list and give Ss phobias = fears, at all costs = bold
time to match them. under any circumstances, Total: 1 point
Elicit answers from various Ss around blocking = closing
Para 2: hated disliked,
the class. irrational = unreasonable, -Make CCQ
startle scare questions Yes / No
Para 3: snacks treats, reduce
= lower, trapping = catching
Total: 10 point
Para 4: confident = fearless,
Conclusion during the lesson some hold carry, fear = be afraid of,
tasks differentiated by outcomes of terrified = very scared

the students and by their abilities.

End of FEEDBACK Poster

the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex: P:
Home task:
Write the days
 Short term plan: term 3

Unit 5 Stress and Fear

Lesson 51
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Fear and phobias
Learning objectives 10.2.8.1 - recognize inconsistencies in argument in extended talk on a
range of general and curricular subjects;
10.4.2.1 - understand specific information and detail in extended texts on
a range of familiar general and curricular topics, and some unfamiliar
topics;
10.4.4.1 - read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;

Lesson objectives Learners will be able to:

- consolidate vocabulary from a text
- present and practise topic-related vocabulary in contex
- listen for gist (multiple matching)
Plan

Stages / Teachers actions Students actions Assessment criteria Resource

Time s

Beginnin Organization moment : . The teacher to

g of the 1.Greeting. The aim: To develop pupils assess learners for
lesson Ask about the weather. speaking skills and create their ability.
Warming The teacher sets the lesson friendly atmosphere “Good job! Pictures
-up objectives, letting students know Efficiency: By wishing each Well done!”
what to anticipate from the lesson. other they feel better and Formative
Warming up feel the support of others Assessment
Where are you from? Students of the class are
3 min How old are you? listed.
What color is it? Students' attention is
How many students are drawn to the lesson.
there in class? • Learners remember
Good job!
What day of the week previous lesson
Pre- today? vocabulary Descriptor:
learning
workshee
revise the vocabulary from the - can tell the time
«Brainsto t
previous Point 1
rming» Lead – In Determines the topic and
method purpose of the lesson
7 min.
Assessment
criteria
- Learners have
Students say different met the learning
words from the picture objectives if they Picture
can talk about
persons character
Middle of •Pupils fill the gaps. Descriptor:
the Ex: 1 P: 64
ANSWERS - fill the gaps.
lesson • Explain the task and give Ss time to
complete it.
1 produce - complete it.
Presenta 2 suffers Card
Check Ss' answers. 3 startle Total: 2 point
tion part. Workshee
4 crawling
30 min 5 lessen t
Ex:2 P: 64 6 scuttle
• Explain the task and give Ss time 7 runs away
8 fear
to complete it.
Check Ss' answers. •Pupils choose the
correct word.
Ex: 3 P: 64 ANSWERS
• Ask Ss to complete the phrases 1 stood Descriptor:
with the words in the list. 2 costs - choose the
Check Ss' answers. Ask Ss to
3 fear correct word
4 treatments Total: 1 point
memorise these collocations 5 shaking
6 Sweat
Differentiation: «Verbal support» Descriptor:
method is used to help Ss use new •Pupils real or true?
- Complete the
words in the sentences. Complete the sentences.
sentences
ANSWERS
1 true 2 true 3 real 4 real Total: 1 point
Ex: 4 P: 64 5 true/real 6 true 7 real
• Ask Ss to look at the pictures and 8 true 9 real
think of related words to complete Descriptor:
the mind map. •Pupils look at the mind
- look at the mind
Check Ss' answers. map. map.
ANSWERS - complete the
Ex: 5 P: 64 1 spiders 2 darkness
3 flying 4 needles mind map.
• Explain the task. Total: 2 point
Give Ss time to complete it in Pupils fill in the correct
closed pairs. Ss can look up any word. Descriptor:
unknown words in their ANSWERS - fill in the correct
dictionaries or in the Word List at 1 beat 2 control word.
the back of the Student's book. 3 shakes 4 froze Total: 1 point
Check Ss' answers. 5 dry 6 avoids
7 faints 8 face -Make CCQ
Conclusion during the lesson some questions Yes / No
tasks differentiated by outcomes of
the students and by their abilities.
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 3

Unit 5: Stress and Fear

Lesson52
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Feelings

Learning objectives 10.4.4.1 - read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
10.3.2.1 - ask and respond to complex questions to get information about
a wide range of general and curricular topics;
10.5.2.1 - use a growing range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
Lesson objectives Learners will be able to:
- read authentic texts for pleasure and academic purposes
- utilize different strategies to craft specific and relevant questions
- write a narrative text (e.g. a short story, an email to a friend) about past
events, activities and experiences
Value links Honesty – You may highly value telling people the truth. This one gets
tricky when being honest can be hurtful to others. So, a person who
really puts honesty first might be the sort of person who will tell the
truth even if it hurts to do so.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : The aim: To develop pupils The teacher to

g of the 1.Greeting. speaking skills and create assess learners for
lesson Ask about the weather. friendly atmosphere their ability.
Warming The teacher sets the lesson Efficiency: By wishing each “Good job! Pictures
-up objectives, letting students know other they feel better and Well done!”
what to anticipate from the lesson. feel the support of others Formative
Warming up Students of the class are Assessment
Where are you from? listed.
3 min How old are you? Students' attention is
What color is it? drawn to the lesson.
How many students are
• Learners talk about daily
there in class? Good job!
routines previous lesson
What day of the week Descriptor:
vocabulary
today? - talk about daily worksheet
Pre-
revise the language from the routines
learning
previous lesson Determines the topic and Point 1
«Brainsto
Lead – In purpose of the lesson
rming»
method Assessment criteria
7 min. Students say different - Learners have met
words from the picture the learning
objectives if they
can talk about Student’s
feelings book
Middle of •Pupils choose the correct
the Ex:7 P:65 word. Descriptor:
lesson • Give Ss time to complete the task. ANSWERS - choose the correct
Refer Ss to the Word List at the 1 embarrassed word.
Presenta Card
back of their books and give them 2 anxious
tion part. - complete the task Worksheet
time to look up the meanings of the 3 scared
30 min adjectives and check. 4 nervous Total: 2 point
5 dizzy
•Pupils answer the
Ex: 8 P: 65
• To consolidate new vocabulary question. Tell your partner Descriptor: Students
through personal examples ANSWERS - consolidate new book
I last felt anxious last year vocabulary
Elicit answers from Ss around the when the bus broke down on
class. the way to school/work and I
- answer the
thought we were going to be question
late. Total: 2 point
I last felt embarrassed last
month when I took the wrong
coat at a restaurant and I had
Ex: 9 a P: 65 to go back and get mine.
• To present/practise idioms in I last felt dizzy when I was ill
context with the flu last week.
I last felt scared last week
Explain the task and give Ss time to when I watched a scary film
complete it. Then check Ss' with my friends.
answers. I last felt nervous yesterday
Elicit which idiom the picture shows when I had to take an exam.
Descriptor:
and whether there are any similar
•Pupils fill the gaps. - fill the gaps.
idioms in Ss' L1.
ANSWERS - complete the task
1 sheet Total: 2 point
2 butterflies
3 stiff
4 ski
. Ex: 9 b P: 38 5 stood Descriptor:
•Give Ss time to form sentences •Pupils make your own - make your own
using the idioms and then tell their sentences using these sentences
partner. idioms. - use these idioms.
Ask various Ss to tell the class. ANSWERS Total: 2 point
1 You look as white as a sheet
- what happened?
2 Some actors get butterflies Descriptor:
. Ex: 10 P: 38 in their stomach before they're - choose the
• Give Ss time to complete the task. about to go on stage. correct preposition
Ask Ss to check their answers in 3 Have you ever been scared
stiff? Total: 1 point
Appendix II. 4 You made me jump out of
Check Ss' answers. my skin when you crept up -Make CCQ
behind me like that.
questions Yes / No
5 I thought I saw a ghost and
my hair stood on end. Total: 1 point
Conclusion during the lesson •Pupils choose the
some tasks differentiated by correct preposition. Total: 10 point
outcomes of the students and by ANSWERS
their abilities. 1 of 2 of 3 to 5 to
4 about
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 3

Unit 5: Stress and Fear

Lesson 53
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Passive voice

Learning objectives 10.2.7.1 - understand speaker viewpoints and extent of explicit

agreement between speakers on a range of general and curricular topics;
10.5.4.1 - use style and register to achieve appropriate degree of
formality in a growing variety of written genres on a range of general and
curricular topics;
10.6.16.1 - use a wide variety of conjunctions on a wide range of familiar
general and curricular topics
Lesson objectives Learners will be able to:
- differentiate the style of speech (informal, semiformal, very formal)
-- distributive numeral determiner all to talk about the whole group
Value links Honesty – You may highly value telling people the truth. This one gets
tricky when being honest can be hurtful to others. So, a person who
really puts honesty first might be the sort of person who will tell the
truth even if it hurts to do so.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : The aim: To develop pupils The teacher to

g of the 1.Greeting. speaking skills and create assess learners for
lesson Ask about the weather. friendly atmosphere their ability.
Warming The teacher sets the lesson Efficiency: By wishing each “Good job! Pictures
-up objectives, letting students know other they feel better and Well done!”
3 min what to anticipate from the lesson. feel the support of others Formative
Students of the class are Assessment
listed.
Students' attention is
drawn to the lesson.

• Learners talk about daily

Pre- routines previous lesson Good job!
learning vocabulary Descriptor:
«Brainsto - talk about daily worksheet
rming» routines
revise the language from the
method Determines the topic and Point 1
7 min. previous lesson
purpose of the lesson
Lead – In
Assessment criteria
Students say different - Learners have met
words from the picture the learning
objectives if they
can talk about Student’s
book
Middle of •Pupils read the text about
Ex:1 P:66
the
• Read the text aloud. Direct Ss' stress. Answer the Descriptor:
lesson question. - read the ttext
attention to the forms in bold and give
Presenta ANSWERS - answer the Card
Ss time to decide which tense each
tion part. is caused by: present question Worksheet
form is in. Refer them to the Grammar simple (present simple of
30 min Reference section for more Total: 2 point
the verb 'to be' + the past
information. participle of main verb)
Elicit the tenses of the passive forms in are being released: present
bold from Ss around the class. continuous (present simple Students
of the verb 'to be' + being + book
past participle form of the
verb)
has to be done: modal
(modal + be + past
participle of main verb)

Ex: 2 P: 66 •Pupils read the sentences Descriptor:

• Ask Ss to read the sentences and below. Answer the - read the sentences
then elicit how a passive sentence question. - answer the
differs from an active one. ANSWERS question.
An active sentence
emphasises the person/thing
Total: 2 point
who does the action, while a
passive sentence emphasises
the action

•Pupils fill the gaps. Descriptor:

Ex: 3 P: 66 ANSWERS - fill the gaps.
• Explain the task and then give Ss 1 are Total: 1 point
time to complete it. 2 was
Check Ss' answers and refer them 3 being
to the Grammar Reference section 4 be Descriptor:
for more information. 5 be
- complete the
following sentences.
. Ex: 4 P: 66 •Pupils complete the -use these words.
• Ask Ss to read the examples in following sentences. Use Total: 1 point
the box and then explain the task these words.
and give Ss time to complete it. ANSWERS
1 with
2 by -Make CCQ
3 with questions Yes / No
4 with Total: 1 point
5 by
Conclusion during the lesson some 6 with
tasks differentiated by outcomes of Total: 10 point
7 by
the students and by their abilities.
8 with
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 3

Unit 5: Stress and Fear

Lesson 54
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Reflexive/Emphatic pronouns

Learning objectives 10.4.4.1 - read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
10.5.2.1 - use a growing range of vocabulary, which is appropriate to
topic and genre, and which is spelt accurately;
10.6.16.1 - use a wide variety of conjunctions on a wide range of familiar
general and curricular topics
Lesson objectives Learners will be able to:
- read authentic texts for pleasure and academic purposes

Value links Honesty – You may highly value telling people the truth. This one gets
tricky when being honest can be hurtful to others. So, a person who
really puts honesty first might be the sort of person who will tell the
truth even if it hurts to do so.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : The aim: To develop pupils The teacher to

g of the 1.Greeting. speaking skills and create assess learners for
lesson Ask about the weather. friendly atmosphere their ability.
Warming The teacher sets the lesson Efficiency: By wishing each “Good job! Pictures
-up objectives, letting students know other they feel better and Well done!”
3 min what to anticipate from the lesson. feel the support of others Formative
Students of the class are Assessment
listed.
Students' attention is
drawn to the lesson.
• Learners talk about daily
routines previous lesson Good job!
Pre- vocabulary Descriptor:
learning Determines the topic and - talk about daily
«Brainsto purpose of the lesson worksheet
routines
rming»
revise the language from the Point 1
method Students say different
previous lesson Assessment criteria
7 min.
Lead – In words from the picture - Learners have met
the learning
Ex:5 P:67 objectives if they
• To practise changing from the active •Pupils rewrite the can talk about
to the passive sentences in the passive, Descriptor:
Explain the task and read out the as in the example. - read out the Student’s
example. ANSWERS example. book
Ss do the task. Check Ss' answers - rewrite the
around the class. sentences
Total: 2 point
Middle of 2 A seminar about stress and
phobias is being held by my
the
school.
lesson 3 Gulnara was offered help
Presenta with her problems (by her Card
tion part. Ex: 6 P: 67 friends). Worksheet
• To practise the passive 4 New tablets for insomnia
30 min were being advertised (by the
Explain the task and read out the pharmacy).
example. Then give Ss time to 5 Lots of cases of
complete it. arachnophobia are diagnosed
Students
each year by Dr Williams.
Check Ss' answers around the class. 6 Venomous snakes can be book
. seen in the zoo's poisonous
creatures' enclosure. Descriptor:
7 Frightening experiences
- rewrite the
from childhood will always be
remembered. headlines
8 A fear of heights has been - use the passive.
experienced by two to five Total: 2 point
percent of the world's
Ex: 7 P: 67 population.
• Ask Ss to read the joke and the •Pupils rewrite the
theory and then elicit answers to headlines as complete
the questions with reasons sentences. Use the
Refer Ss to the Grammar Descriptor:
passive.
Reference section for more - read the joke and
ANSWERS
information 2 The shark exhibition was the theory
called off yesterday due to - answer the
heavy snow. question.
3 The rare spider thieves have
still not been caught. Total: 2 point
4 A boy was stung by a giant
wasp.
5 The phobia lecture was
removed from the psychology
conference programme
yesterday Descriptor:
- fill in the correct
•Pupils read the joke form
and the theory. Answer Total: 1 point
the question.
ANSWERS
Ex: 8 P: 67 yourself = reflexive (the
•To practise reflexive elemphatic subject & object are the same
pronouns person) and emphatic (the
Explain the task and give Ss time to speaker is emphasising that -Make CCQ
he is talking to himself and no
complete it, then check Ss' questions Yes / No
one else)
answers. myself = reflexive (the Total: 1 point
speaker is referring to himself
as the subject and the object Total: 10 point
of the sentence)
•Pupils fill in the correct
Conclusion during the lesson some form
tasks differentiated by outcomes ANSWERS
ofthe students and by their 1 myself2 yourself, himself
abilities. 3 myself 4 yourselves
5 herself 6 themselves
End of FEEDBACK Poster
the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task:
 Short term plan: term 3

Unit 5: Stress and Fear

Lesson 55
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Teens' problems

Learning objectives 10.1.2.1 - use speaking and listening skills to provide sensitive feedback
to peers;
10.2.7.1 - understand speaker viewpoints and extent of explicit
agreement between speakers on a range of general and curricular topics;
10.4.4.1 - read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
Lesson objectives Learners will be able to:
- present constructive and impersonal feedback orally
- differentiate the style of speech (informal, semiformal, very formal)
- read authentic texts for pleasure and academic purposes
Value links Honesty – You may highly value telling people the truth. This one gets
tricky when being honest can be hurtful to others. So, a person who
really puts honesty first might be the sort of person who will tell the
truth even if it hurts to do so.
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

Beginnin Organization moment : The aim: To develop pupils The teacher to

g of the 1.Greeting. speaking skills and create assess learners for
lesson Ask about the weather. friendly atmosphere their ability.
Warming The teacher sets the lesson Efficiency: By wishing each “Good job! Pictures
-up objectives, letting students know other they feel better and Well done!”
3 min what to anticipate from the lesson. feel the support of others Formative
Students of the class are Assessment
listed.
Students' attention is
drawn to the lesson.

• Learners talk about daily

Pre- routines previous lesson Good job!
learning vocabulary Descriptor:
«Brainsto - talk about daily worksheet
rming» routines
revise the language from the
method Determines the topic and Point 1
7 min. previous lesson
purpose of the lesson
Lead – In
Assessment criteria
Students say different - Learners have met
words from the picture the learning Student’s
objectives if they book
Are teenagers a problem? can talk about
Middle of •Pupils read the definition
Ex:1 P:68
the
• Read the definition of agoraphobia of agoraphobia. Answer Descriptor:
lesson the question. - read the definition
aloud. Give Ss time to think about the
Presenta ANSWERS of agoraphobia Card
answers to the questions. I think people who suffer from
tion part. - answer the Worksheet
Elicit answers from Ss around the clas agoraphobia feel lonely and
30 min sad because they are afraid to
question.
go outside and they miss out Total: 2 point
Ex: 2 P: 68
on a lot of things. It affects
• Read the words in the list aloud. Ask their lives because there are
Ss how they think the words relate to many things you can't do
Students
agoraphobia. inside your home. For book
example, they can't play sport
Elicit answers from Ss around the or go shopping or out to a
class, then y the recording. Ss follow in restaurant with their friends
their books to find out if their guesses •Pupils look at these
were correct. words. Listen and read to
find out. Answer the Descriptor:
Ex: 3 P: 68 question. - look at these
• Ask Ss to read the questions and ANSWERS words.
the answer choices. I think people who suffer from - answer the
Encourage Ss to answer the agoraphobia feel panic if they
have to go outside. They also
question.
questions based on their first feel fear. For them, the Total: 2 point
reading of the text outside world is terrifying and
Ss read the text again and decide on their houses are places of
the correct answers. safety.
•Pupils read the text and Descriptor:
Check Ss' answers and reasons.\ - read the text
for question choose the
correct answer. - choose the
Ex: 4 P: 69 correct answer.
ANSWERS
• To consolidate collocations from 1 B (Para 3-I stayed at home Total: 2 point
the text because ''elt safe there...)
Give Ss time to complete the task. 2 C (Para 4-...I didn't tell them
Check Ss answers why...)
3 D (Para 6-I decided it was Descriptor:
time to face my own fear) - fill the gaps
4 A (Para 2, para 8)
Total: 1 point
5 B (whole text

•Pupils fill the gaps.

ANSWERS -Make CCQ
1 panic questions Yes / No
Conclusion during the lesson some 2 races Total: 1 point
tasks differentiated by outcomes of 3 sweat
the students and by their abilities. 4 face
5 difficult Total: 10 point

End of FEEDBACK Poster

the Learners provide feedback on what Success
lesson they have learned at the lesson.
5 min Ex:
Home task: