Short term plan

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

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

g of the 1.Greeting. pupils speaking skills assess learners for
lesson Ask about the weather. and 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
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. Good job!
there in class? Students say different Descriptor:
What day of the week words from the picture
Pre- - remembers the
learning today? •Learners remember worksheet
lesson passed
«Brainsto Lead – In previous lesson Point 1
rming» vocabulary Assessment
method •Learners answer the criteria
7 min. questions make basic
statements related to Picture
personal information,
people and objects
Middle of Ex:1 P:61 Descriptor:
the lesson • Learners look at the bar - look at the bar
• Direct Ss' attention to the graph.
Presentat graph.
pictures A-E and the graph and ANSWERS
ion part. - match them Card
give Ss time to match them. A-closed spaces
30 min Total: 2 point Worksheet
Elicit answers from Ss around the B-storms
class. C-flying
D-open water
Differentiation: «Verbal E-animals/bugs
support» method is used to help Students
Ss use new words in the sentences. book
• Learners choose the
correct word. Self assessment
Ex: 2 P: 61 ANSWERS Descriptor:
• Give Ss time to choose the 1 sick, shake - choose the correct
correct words and then ask Ss to 2 bite, freeze 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
outcomes of the students and by near bugs. I think they -Make CCQ
their abilities. will bite or sting me. questions Yes / No
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

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

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

of the 1.Greeting. pupils speaking skills assess learners for
lesson Ask about the weather. and 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? drawn to the lesson. Good job!
What day of the week Determines the topic and Descriptor:
Pre-
today? purpose of the lesson - know daily
learning Ask a few pupils to stand up and •Learners remember routines worksheet
«Brainstor stand in a row. Ask the rest of the previous lesson vocabulary
ming» class questions to revise the vocabulary - know prepositions
method ordinals. of place
7 min. Lead – In Point 1
Assessment
Students say different criteria
words from the picture - Learners have
Answer the question. met the learning Student’s
objectives if they book
can talk about
Middle of Descriptor:
Ex:1 P:62 • Pupils read the dictionary
the lesson • Direct Ss to the dictionary entry, the - read the dictionary
Presentati entry and look at the title question.
title of the text and the picture and then of the text.
on part. elicit an answer to the question. - an answer to the Card
30 min ANSWERS question Worksheet
Arachnophobia is the fear Total: 2 point
Ex: 2 P: 62 of spiders
• 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 the book
given. world list.
Give Ss time to complete the sentences ANSWERS
with the words and then check Ss' 1 arachnid
answers. 2 suffer, sweat
3 venom, harm
4 nutritious Self assessment
Ex: 3 P: 64
5 creepy Descriptor:
• Ask Ss to read the headings A-E and 6 treatment - check the
then read the text again and choose the
words/phrases
correct heading for each paragraph (1- • Pupils read again and - complete the
4). match the headings sentences.
Check Ss' answers around the class. Ss ANSWERS Total: 2 point
should justify their choices. 1 D (one of the most common
phobias)
Differentiation: «Verbal support» 2 B (maybe... ugly appearance...
or because they suddenly appear) Descriptor:
method is used to help Ss use new 3 E (perfect pest controllers, - read again
words in the sentences. eating creepy crawlies... in our
homes)
- match the headings
4 A (there is hope) Total: 2 point
Ex: 4 P: 64
• Give Ss time to answer the questions.
Remind Ss not to copy from the text • Pupils based on
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
• Ask Ss to find the words in bold in • Pupils match the words in
the text and to read the words/phrases bold in the text. Descriptor:
in the list and give Ss time to match ANSWERS - match the words in
them.
Para 1: scream = shout, phobias = bold
fears, at all costs = under any Total: 1 point
Elicit answers from various Ss around circumstances, blocking =
the class. closing
Para 2: hated disliked, irrational -Make CCQ
= unreasonable, startle scare questions Yes / No
Para 3: snacks treats, reduce = Total: 10 point
lower, trapping = catching
Conclusion during the lesson some Para 4: confident = fearless, hold
carry, fear = be afraid of, terrified
tasks differentiated by outcomes of = 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:

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

Beginning Organization moment : . The teacher to

of the 1.Greeting. The aim: To develop assess learners for
lesson Ask about the weather. pupils speaking skills and their ability.
Warming The teacher sets the lesson objectives, create friendly atmosphere “Good job! Pictures
-up letting students know what to Efficiency: By wishing Well done!”
anticipate from the lesson. each other they feel better Formative
Warming up and feel the support of Assessment
Where are you from? others
How old are you? Students of the class are
3 min 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: worksheet
learning revise the vocabulary from the previous - can tell the time
«Brainstor Lead – In Point 1
ming» Determines the topic and
method purpose of the lesson
7 min. Assessment
criteria
- Learners have
Picture
met the learning
Students say different objectives if they
words from the picture can talk about
persons character
Middle of •Pupils fill the gaps. Descriptor:
Ex: 1 P: 64
the lesson ANSWERS - fill the gaps.
Presentati • Explain the task and give Ss time to 1 produce
complete it.
- complete it.
on part. 2 suffers Card
Check Ss' answers. 3 startle
Total: 2 point
30 min 4 crawling Workshee
5 lessen t
Ex:2 P: 64 6 scuttle
• Explain the task and give Ss time 7 runs away
to complete it. 8 fear
Check Ss' answers. •Pupils choose the
correct word.
Ex: 3 P: 64 ANSWERS
• Ask Ss to complete the phrases Descriptor:
1 stood - choose the correct
with the words in the list. 2 costs
Check Ss' answers. Ask Ss to 3 fear 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 Total: 1 point
Ex: 4 P: 64 1 true 2 true 3 real 4 real
• Ask Ss to look at the pictures and 5 true/real 6 true 7 real
think of related words to complete 8 true 9 real
Descriptor:
the mind map. - look at the mind
•Pupils look at the mind
Check Ss' answers. map.
map.
ANSWERS - complete the
Ex: 5 P: 64 1 spiders 2 darkness mind map.
• Explain the task. 3 flying 4 needles Total: 2 point
Give Ss time to complete it in
closed pairs. Ss can look up any Pupils fill in the correct Descriptor:
unknown words in their dictionaries word. - fill in the correct
or in the Word List at the back of ANSWERS word.
the Student's book. 1 beat 2 control Total: 1 point
Check Ss' answers. 3 shakes 4 froze
5 dry 6 avoids -Make CCQ
Conclusion during the lesson some 7 faints 8 face 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

Lesson 52
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

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

objectives 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

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

Pre- • Learners talk about daily Good job!

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

•Pupils read the sentences Descriptor:

Ex: 2 P: 66
below. Answer the - read the sentences
• Ask Ss to read the sentences and then
question. - answer the
elicit how a passive sentence differs
ANSWERS question.
from an active one.
An active sentence emphasises Total: 2 point
the person/thing who does the
action, while a passive sentence
emphasises the action

•Pupils fill the gaps. Descriptor:

Ex: 3 P: 66 ANSWERS - fill the gaps.
1 are Total: 1 point
• Explain the task and then give Ss time
2 was
to complete it. 3 being
Check Ss' answers and refer them to 4 be
the Grammar Reference section for 5 be
Descriptor:
more information. - complete the
following sentences.
. Ex: 4 P: 66 •Pupils complete the -use these words.
• Ask Ss to read the examples in the following sentences. Use Total: 1 point
box and then explain the task and give these words.
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 Total: 10 point
tasks differentiated by outcomes of 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:

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

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 atmosphere their ability.
Warming The teacher sets the lesson objectives, Efficiency: By wishing “Good job! Pictures
-up letting students know what to each other they feel better Well done!”
3 min anticipate from the lesson. and feel the support of Formative
others Assessment
Students of the class are
listed.
Students' attention is
drawn to the lesson.
• Learners talk about daily Good job!
Pre- routines previous lesson Descriptor:
learning vocabulary - talk about daily
«Brainstor Determines the topic and routines worksheet
ming» purpose of the lesson
Point 1
method revise the language from the Assessment criteria
7 min. previous lesson Students say different
- Learners have met
Lead – In words from the picture
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, as Descriptor: Student’s
Explain the task and read out the in the example. book
- read out the
example. ANSWERS example.
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 lesson
school.
Presentati 3 Gulnara was offered help with
on part. her problems (by her friends). Card
Ex: 6 P: 67 4 New tablets for insomnia were
30 min Worksheet
• To practise the passive being advertised (by the
Explain the task and read out the pharmacy).
example. Then give Ss time to 5 Lots of cases of arachnophobia
are diagnosed each year by Dr
complete it. Williams. Students
Check Ss' answers around the class. 6 Venomous snakes can be seen book
. in the zoo's poisonous creatures'
enclosure.
7 Frightening experiences from Descriptor:
childhood will always be - rewrite the
remembered. headlines
8 A fear of heights has been
experienced by two to five
- use the passive.
percent of the world's population. Total: 2 point
Ex: 7 P: 67
• Ask Ss to read the joke and the theory •Pupils rewrite the
and then elicit answers to the questions headlines as complete
with reasons sentences. Use the passive.
Refer Ss to the Grammar Reference ANSWERS
section for more information
2 The shark exhibition was called Descriptor:
off yesterday due to heavy snow. - read the joke and
3 The rare spider thieves have
still not been caught.
the theory
4 A boy was stung by a giant - answer the
wasp. question.
5 The phobia lecture was Total: 2 point
removed from the psychology
conference programme yesterday

•Pupils read the joke and

the theory. Answer the
question. Descriptor:
ANSWERS - fill
in the correct
yourself = reflexive (the subject form
& object are the same person) Total: 1 point
Ex: 8 P: 67 and emphatic (the speaker is
•To practise reflexive elemphatic emphasising that he is talking to
pronouns himself and no one else)
Explain the task and give Ss time to myself = reflexive (the speaker is
referring to himself as the subject
complete it, then check Ss' answers. and the object of the sentence)
-Make CCQ
•Pupils fill in the correct
questions Yes / No
form
ANSWERS Total: 1 point
1 myself2 yourself, himself
Conclusion during the lesson some 3 myself 4 yourselves Total: 10 point
tasks differentiated by outcomes 5 herself 6 themselves
ofthe 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:

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

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson Descriptor:
«Brainstor vocabulary - talk about daily worksheet
ming» routines
method revise the language from the Point 1
7 min. previous lesson Determines the topic and
Lead – In purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning Student’s
 words from the picture objectives if they book
can talk about
Are teenagers a problem?

Middle of •Pupils read the definition

Ex:1 P:68
the lesson • Read the definition of agoraphobia of agoraphobia. Answer Descriptor:
Presentati aloud. Give Ss time to think about the the question. - read the definition
on part. answers to the questions. ANSWERS of agoraphobia Card
30 min Elicit answers from Ss around the clas
I think people who suffer from - answer the Worksheet
agoraphobia feel lonely and sad question.
because they are afraid to go
Ex: 2 P: 68 outside and they miss out on a lot Total: 2 point
• Read the words in the list aloud. Ask of things. It affects their lives
Ss how they think the words relate to because there are many things Students
you can't do inside your home. book
agoraphobia. For 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 words.
were correct. Listen and read to find out.
Answer the question.
Ex: 3 P: 68 ANSWERS Descriptor:
• Ask Ss to read the questions and the I think people who suffer from - look at these words.
answer choices.
agoraphobia feel panic if they - answer the
have to go outside. They also feel question.
Encourage Ss to answer the questions fear. For them, the outside world
based on their first reading of the text is terrifying and their houses are Total: 2 point
Ss read the text again and decide on the places of safety.
correct answers. •Pupils read the text and
Check Ss' answers and reasons.\ for question choose the Descriptor:
correct answer. - read the text
Ex: 4 P: 69 ANSWERS - choose the correct
1 B (Para 3-I stayed at home answer.
• To consolidate collocations from the because ''elt safe there...)
text 2 C (Para 4-...I didn't tell them
Total: 2 point
Give Ss time to complete the task. why...)
Check Ss answers 3 D (Para 6-I decided it was time
to face my own fear) Descriptor:
4 A (Para 2, para 8)
5 B (whole text
- fill the gaps
Total: 1 point
•Pupils fill the gaps.
ANSWERS
1 panic -Make CCQ
2 races questions Yes / No
Conclusion during the lesson some 3 sweat Total: 1 point
tasks differentiated by outcomes of 4 face
the students and by their abilities. 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:
 Short term plan:

Unit 5: Stress and Fear

Lesson 56
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Speaking. Giving advice

Learning objectives 10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
10.6.2.1 - use a variety of quantifiers for countable and uncountable nouns and a
variety of noun phrases on a wide range of familiar general and curricular
topics
Lesson objectives Learners will be able to:
- write about dreams, hopes, ambitions in relation to the future
- make complex comparisons between verb/noun phrases
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

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson Descriptor:
«Brainstor vocabulary - talk about daily worksheet
ming» revise the language from the routines
method previous lesson Point 1
7 min. Lead – In Determines the topic and
purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning
words from the picture objectives if they
 can talk about Student’s
book

Middle of •Pupils make notes about

Ex:5 P:69
the lesson • Explain the task and write the Amy’s problem under the Descriptor:
Presentati headings on the board. headings. - make notes about
on part. Give Ss time to make notes and ANSWERS Amy’s problem Card
30 min practise their summaries. Where it started: on the bus, Total: 2 point Worksheet
rush hour, packed How it
Ask various Ss around the class to started: felt hot, palms
present their summaries sweating, heart racing,
difficult to breathe,
Students
frightened, panic attack What
she stopped doing: going to book
classes at university, going
out with friends How she
Ex: 6 P: 69 faced her fear: watched
• Ask Ss to read the sentences and then documentary and decided to
play the recording and ask Ss to decide face fear, called friend and
went outside, small distance
in closed pairs if each one is true or
at first Descriptor:
false.
•Pupils will hear a radio - hear a radio
Check Ss' answers.
interview about a phobia. interview
Listen and mark the - listen and mark the
statements. statements
ANSWERS Total: 2 point
Ex: 7 P: 69 1T 2T 3 F 4T
• To consolidate information from a •Pupils answer the
listening question. Tell the class.
Ask Ss to discuss the question in ANSWERS
closed pairs. Ask various Ss to tell the I learnt that people with social
class. anxiety feel that people are
looking at them and judging Descriptor:
them and that it can cause - complete the
anxiety and panic attacks. dialogue
One way to overcome this - Listen, read and
phobia is to imagine that you check
are at a social event and you Total: 2 point
Ex: 8 P: 69 feel happy and relaxed. Then,
•Explain the task and give Ss time to when you get there you will
complete it in closed pairs. Ask Ss to feel like that and forget your
pay attention to the words before/after anxiety. You can also focus
each gap as they will help them decide on other people and not on -Make CCQ
on the missing words. your feelings. If you stop questions Yes / No
Play the recording. Ss listen and read avoiding social situations, Total: 1 point
and check their answers, little by little you'll get used
to being with people Total: 10 point
•Pupils complete the
Conclusion during the lesson some dialogue. Listen, read and
tasks differentiated by outcomes of check
the students and by their abilities. ANSWERS
1 of 2 hear 3 of 4 and
5 help 6 for 7 your
8 give
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:

Unit 5: Stress and Fear

Lesson 57
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Writing. An email of advice

Learning objectives 10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
10.6.15.1 - use infinitive forms after an increased number of verbs and adjectives
use gerund forms after a variety of verbs and prepositions use a variety of
prepositional and phrasal verb on a wide range of familiar general and
curricular topics;
Lesson objectives Learners will be able to:
- write about dreams, hopes, ambitions in relation to the future
- make sentences with a proper use of infinitive and gerund forms after various
verbs
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

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson Descriptor:
«Brainstor vocabulary - talk about daily worksheet
routines
ming» revise the language from the Point 1
method previous lesson Determines the topic and
7 min. Lead – In purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning
words from the picture objectives if they
can talk about Student’s
book

Middle of Ex:1 P:70 •Pupils read the rubric

the lesson • Ask Ss to read the rubric. Elicit below and underline the Descriptor:
Presentati which are the key words and ask Ss key words. Then answer - read the rubric
on part. to underline them. the question. - underline the key Card
30 min ANSWERS words. Worksheet
Give Ss time to answer the
Key words: extract, email, - then answer the
questions and then check Ss' English-speaking friend, Jake, question.
answers. afraid of dogs, What can I do? Total: 2 point
write an email giving advice,
Students
120-180 words
1 I'm going to write an email book
giving advice to my friend,
Jake.
2 I will write in informal style
Ex: 2 P: 70 because he is my friend.
• To read a model essay and match 3 b.c
paragraphs to content 4 watching dogs from a
distance, take a friend's dog
Give Ss time to read the model and for a walk, talk to a
match the contents 1-3 to each professional
paragraph A-C.
Check Ss' answers. •Pupils read the model and
match the descriptions with
the paragraph. Descriptor:
ANSWERS - read the model
A 2 B 3 C1
- match the
Ex: 3 P: 70 •Pupils answer the question descriptions
• To read for specific information ANSWERS Total: 2 point
Ask Ss to read the model and find Dan's advice is to watch dogs
from a distance to gradually
the answers to the questions. get used to them. He also
Check Ss' answers around the class. advises taking a friend's dog
for a walk to gain confidence Descriptor:
and see there's nothing to fear.
- answer the question
Finally, he advises seeing a
professional who will know Total: 2 point
exactly how to help him
Ex: 4 P: 70
• To identify functional language •Pupils identify functional
Elicit which words/phrases in bold language. Elicit which
in the model perform the function words/phrases in bold in
mentioned. the model Descriptor:
ANSWERS - identify functional
The best thing to do is tollf I language
were you/you could = gives Total: 2 point
Conclusion during the lesson some advice
tasks differentiated by outcomes of This way /Then = expresses a
-Make CCQ
the students and by their abilities. result
questions Yes / No

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:

Short term plan:

Unit 5: Stress and Fear

Lesson 58
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Giving advice

Learning objectives 10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
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;
10.6.15.1 - use infinitive forms after an increased number of verbs and adjectives
use gerund forms after a variety of verbs and prepositions use a variety of
prepositional and phrasal verb on a wide range of familiar general and
curricular topics;
Lesson objectives Learners will be able to:
- write about dreams, hopes, ambitions in relation to the future
- make sentences with a proper use of infinitive and gerund forms after various
verbs
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson Descriptor:
«Brainstor vocabulary - talk about daily worksheet
ming» routines
method revise the language from the Point 1
7 min. previous lesson Determines the topic and
Lead – In purpose of the lesson Assessment criteria
 Students say different - Learners have met
words from the picture the learning
objectives if they Student’s
can talk about of book
transportation

Middle of •Pupils match the problems Descriptor:

the lesson Ex:6 P:70 to the advice. - read the advice
Presentati • To match problems to advice; to ANSWERS - match the problems
on part. make connections 1c 2b 3a 4d to the advice Card
30 min Explain the task and read out the Total: 2 point Worksheet
example. •Pupils read the extracts.
Ask Ss to read the advice and the Find four grammar
problems and match them. mistakes and five spelling
Check Ss' answers around the class. mistakes. Students
ANSWERS book
Ex: 7 P: 71 grammar mistakes = an
• To practise error correction advice (some advice), will to
get better (will get better), If I
Explain the task and give Ss time to
am you (If I were you), to
find the grammar and spelling buying him (to buy him)
mistakes. Ss work in closed pairs. spelling mistakes = sory
Check Ss' answers. (sorry), litle (little), harmles
(harmless), sea (see), usefull
(useful Descriptor:
Ex: 8 P: 71 - read the extracts
• Ask Ss to read the rubric. Elicit which •Pupils read the rubric, - Find four grammar
the key words are. Ask Ss to underline underline the key words mistakes
them and then answer the questions. and answer the questions in Total: 2 point
Check Ss' answers around the class. pairs.
ANSWERS
1 I have to write an email to
my friend, Angie.
2 My reason for writing is to Descriptor:
give advice.
- read the rubric
3 I should write 120-180
words. - underline the key
Ex: 9 P: 71 4 I will write three paragraphs words
• To match advice to results; to make - (1) reason for writing, (2) - underline the key
connections between ideas advice, (3) closing comments words
Explain the task and give Ss time to 5 I'm sorry to hear that you Total: 2 point
complete it. are afraid of meeting new
Elicit various answers from Ss around people. It must be awful for
you, but I think I can help. / I
the class. Descriptor:
hope I've been of some help.
Write and tell me how you get
- match the advice
on. Total: 1 point

•Pupils match the advice in -Make CCQ

column A to the results in questions Yes / No
Conclusion during the lesson some
column B
tasks differentiated by outcomes of ANSWERS Total: 10 point
the students and by their abilities. 1b
2a
3c
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:

Unit 5: Stress and Fear

Lesson 59
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title CLIL: Anxiety

Learning objectives 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;
10.4.8.1 - use a wide range of familiar and unfamiliar paper and digital reference
resources to check meaning and extend understanding;
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:
- identify and explain use/function of adjectives and adverbs
- write about dreams, hopes, ambitions in relation to the future
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson Descriptor:
«Brainstor vocabulary - talk about daily worksheet
ming» routines
method revise the language from the Point 1
7 min. previous lesson Determines the topic and
Lead – In purpose of the lesson Assessment criteria
 - Learners have met
Students say different the learning
words from the picture objectives if they
can talk about of Student’s
anxiety book

Middle of Ex:1 P:72 •Pupils look at the pictures. Descriptor:

the lesson • Direct Ss' attention to the picture. Answer the question. - look at the pictures
Presentati Read out the questions and elicit ANSWERS - answer the
on part. answers from various Ss around the This person feels anxious. question. Card
30 min class. Stressful situations can make Total: 2 point Worksheet
Play the recording. Ss listen and follow someone feel like this. They
in their books and check if their can deal with it by talking to
someone, doing exercise,
guesses were correct.
eating well and laughing
Students
Ex: 2 P: 72 •Pupils read again and book
• To read for general meaning match the paragraphs to
Give Ss time to complete the task in the headings.
closed pairs. Check Ss' answers. ANSWERS
1B 2C3D 4A

Ex: 3 P: 72 •Pupils in pairs discuss

• Explain the task. what can you do to reduce
Give Ss time to discuss ideas in closed anxiety. Use your answers Descriptor:
pairs and write their sentences. to write a few sentences. - read again
Ask pairs to read their sentences to the ANSWERS - match the
class. A: You can distract yourself paragraphs to the
from what is worrying you by headings
hanging out with your friends. Total: 2 point
B: That's true. You can also
Ex: 4 P: 7 go to the gym or go for a run
• Explain the task. because exercise helps lift
The emails can be written in class or at your mood.
home. A: Yes. Also, by eating nuts,
Ask some Ss to read out their emails. broccoli, yoghurt, whole Descriptor:
ANSWERS grains and berries you can - work in pairs.
From: Lucy improve your mood. - write a few
To: Sue B: That's right, and you sentences.
Subject: Dealing with anxiety should avoid caffeine because Total: 2 point
Hi Sue, it puts you in a bad mood. Etc
I'm sorry to hear you're feeling so anxious.
I think I can be of help.
When I feel like that, I distract myself from •Pupils use the information Descriptor:
what is worrying me by hanging out with in the text to write your - use the information
my friends or watching a film. Also, I have English friend an email in the text
read that by eating nuts, broccoli, yoghurt, giving him/her advice how - write your English
whole grains and berries you can improve to deal with anxiety friend an email
your mood. Avoid caffeine as it can make giving him/her
you moody. advice
Hope this helps. Write back and let me Total: 1 point
know how it goes.
Yours,
Lucy -Make CCQ
questions Yes / No
Conclusion during the lesson some
tasks differentiated by outcomes of Total: 10 point
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:

Unit 5: Stress and Fear

Lesson 60
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Progress check: Sharks.
Summative Assessments for the Unit 5
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; 10.4.7 - recognize patterns of
development in lengthy texts [inter-paragraph level] on a 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
- write about dreams, hopes, ambitions in relation to the future
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson Descriptor:
«Brainstor vocabulary - talk about daily worksheet
ming» routines
method revise the language from the Point 1
7 min. previous lesson Determines the topic and
Lead – In purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning
words from the picture objectives if they
 can talk about Student’s
sharks book

Middle of Ex:1 P:73 •Pupils read the text and Descriptor:

the lesson • Ask Ss to read the questions 1-5 and for questions decide which - read the text
Presentati the answer choices. answer is correct. - decide which
on part. Give Ss time to read the text and ANSWERS answer is correct Card
30 min choose the correct answer for each 1 D (7-8) Total: 2 point Worksheet
question. 2 D (15-16)
Check Ss' answers. Ss justify their 3 A (25-26)
answers. 4 A (231)
5 B (whole text)
Students
•Pupils answer the question book
Ex: 2 P: 73 in your language.
• Give Ss time to answer the questions. ANSWERS
Remind Ss not to copy from the text 1 A mix of liver and tuna
but to paraphrase the information in called shark bait attracts the
their own words. sharks. (... our guide would
Check Ss' answers around the class and pour shark bait - a mixture of Descriptor:
ask for justifications from the text. liver and tuna - into the water. - answer the question
Sharks can pick up the scent in your language.
of blood and meat from a mile Total: 2 point
away.)

2 He was scared at first and

then excited. After the
Descriptor:
experience he was glad he had - choose the correct
done it. (I just hoped we responses.
Ex: 3 P: 73 wouldn't be on the menu....I Total: 2 point
• To practise choosing the correct felt the thrill of seeing this
response marvellous creature face to -Make CCQ
Explain the task. face.) questions Yes / No
Ss complete the task.
Check Ss' answers. •Pupils choose the correct Total: 10 point
responses.
ANSWERS
Conclusion during the lesson some
1a
tasks differentiated by outcomes of 2a
the students and by their abilities. 3b
4b

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 61
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Writing an email of advice

Learning objectives 10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
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;
10.6.9.1 - use appropriately a wide variety of active and passive simple present
and past forms and past perfect simple forms in narrative and reported speech 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
- write about dreams, hopes, ambitions in relation to the future
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson Descriptor:
«Brainstor vocabulary - talk about daily worksheet
ming» routines
method revise the language from the Point 1
7 min. previous lesson Determines the topic and
Lead – In purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning
words from the picture objectives if they
can talk about Student’s
 book

Middle of Ex:4 P:74 •Pupils fill the gaps. Descriptor:

the lesson • To consolidate vocabulary from the ANSWERS - consolidate
Presentati module 1 stood vocabulary from the
on part. Explain the task. 2 shake module Card
Ss complete the task. 3 sheet
30 min - fill the gaps Worksheet
4 sweating
Check Ss' answers. Total: 2 point
5 beating
Ex: 5 P: 74 •Pupils put the verbs in
• To consolidate grammar mar from the brackets into the correct Students
module passive form. book
Explain the task. ANSWERS
Ss complete the task. 1 has been linkedlis linked
Check Ss' answers around the class. Ss 2 can be used
justify their answers 3 will be monitored
4 was written
5 is known
Ex: 6 P: 74 Descriptor:
• To practise sentence transformations •Pupils complete the - consolidate
Explain the task. second sentences that it grammar mar from
Ss complete the task. means the same as the first. the module
Check Ss' answers around the class Use no more than three - put the verbs in
words. brackets into the
ANSWERS correct passive form.
Ex: 7 P: 74
1 were asked Total: 2 point
• To listen for specific information
2 is sometimes used
(T/F/DS statements)
3 will be asked
Ask Ss to read the statements 1-6.
4 by herself Descriptor:
Play the recording twice. Ss listen and
5 by myself - complete the
mark the statements accordingly.
Check Ss' answers. second sentences
•Pupils listen to someone - use no more than
talking about how to three words
overcome a fear of flying Total: 2 point
Conclusion during the lesson some and mark the sentences.
tasks differentiated by outcomes of ANSWERS -Make CCQ
the students and by their abilities. 1 DS 2 T 3 T 4 F 5 T questions Yes / No
6F
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:
 Short term plan:

Unit 6: Imagination and Creativity

Lesson 62
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title The arts

Learning objectives 10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
10.3.5.1 - interact with peers to make hypotheses about a wide range of general
and curricular topics;
10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a
range of general and curricular topics;
Lesson objectives Learners will be able to:
- write a narrative text (e.g. a short story, an email to a friend) about past
events, activities and experiences
-present findings based on mini-scale research
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson Descriptor:
«Brainstor vocabulary - talk about daily worksheet
ming» routines
method revise the language from the Point 1
7 min. previous lesson Determines the topic and
Lead – In purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning
words from the picture objectives if they
Student’s
 can talk about of book
arts

Middle of Ex:1 P:75 •Pupils fill the gaps. Descriptor:

the lesson • To introduce new vocabulary ANSWERS - fill the gaps
Presentati Direct Ss' attention to the pictures and 1 directed Total: 2 point
on part. the sentences underneath each one and 2 sculpted Card
give Ss time to use the words provided 3 designed
30 min Worksheet
4 painted
to complete them.
5 written
Check Ss' answers.

Ex: 2 P: 75 •Pupils answer the Students

• To identify art forms question. book
Elicit which art form each picture ANSWERS
shows from Ss around the class. 1 'David' is a sculpture.
2 'Avatar' is a science-fiction
film.
3 'Cafe Terrace at Night' is an Descriptor:
oil painting. - answer the
4 'Moby Dick' is a classic question.
novel. Total: 2 point
5 The Bayterek Tower is a
famous building

Ex: 3 P: 75 •Pupils answer the

• To talk about your favourite books question. Tell your partner.
and films ANSWERS
Ask Ss to talk in pairs about their My favourite books are the
favourite books and/or films. 'Percy Jackson' books by
Descriptor:
Monitor the activity and then ask Rick Riordan. I like the - answer the
various Ss around the class to tell the films, too, but they are not question
rest of the clas as good as the books. - tell your partner.
'Percy Jackson and the Total: 2 point
Lightning Thief' was
directed by Chris
Columbus and 'Percy -Make CCQ
Jackson: Sea of Monsters' questions Yes / No
was directed by Thor
Freudenthal. My favourite
Conclusion during the lesson some film is 'Inception' It was Total: 10 point
tasks differentiated by outcomes of directed by Christopher
the students and by their abilities. Nolan
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:

Unit 6: Imagination and Creativity

Lesson 63
Teacher name:
Sybanbaeva N.B.
Date: 05.02

Grade: 10 Number present: absent:

Lesson title Hand-imal Art

Learning objectives 10.4.8.1 - use a wide range of familiar and unfamiliar paper and digital reference
resources to check meaning and extend understanding;
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:
- To introduce the topic of the text
- To read for specific information (missing sentences)
Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson Descriptor:
«Brainstor vocabulary - talk about daily worksheet
ming» routines
method revise the language from the Point 1
7 min. previous lesson Determines the topic and
Lead – In purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning
words from the picture objectives if they
can talk about of Student’s
arts book
Middle of Ex:1 P:76 •Pupils look at the pictures. Descriptor:
the lesson • Ask Ss to look at the pictures and Answer the question. - look at the pictures.
Presentati elicit Ss' guesses as to what they show. ANSWERS - answer the
on part. The pictures show various question. Card
30 min Ex: 2 P: 76 animals: an elephant, a tiger Total: 2 point Worksheet
• To introduce key vocabulary from a and a duck. They look like
paintings or photographs of
text Refer Ss to the Word List at the
paintings.
back of their books and give them time
to look up the meanings of the •Pupils check the words in Students
words/phrases given. bold in the Word list. book
ANSWERS
Hyperrealist: a style of art
that creates extremely lifelike
works of art
Ex: 3 P: 77 portraits: pictures/paintings
• Ask Ss to read the sentences A-F. of faces
Give them time to read the text again career: the job that sb does Descriptor:
carefully and choose the correct for most of their life public - check the words
awareness: the action of Total: 2 point
sentences for the gaps 1-5.
making the general public
Remind Ss that there is one extra aware of sth
sentence. endangered species: a plant
Ask Ss to pay attention to the words or animal that is in danger of
Descriptor:
before/after each gap as they will help dying out still: not moving - read the text
them do the task. exhibited: on display to the - fill the gaps
Check Ss' answers around the class and public Total: 2 point
ask Ss to justify their answers with •Pupils read the text and
words from the text. fill the gaps.
ANSWERS
1 D (seems so real, like it's
Ex: 4 P: 77 alive) Descriptor:
2 A (promote their phones)
• To listen and identify the author's - listen to and read
3 C (so realistic)
intention 4 F (someone I love)
the text
Play the recording. Ss listen and read. 5 E (His masterpieces are - answer the
Elicit the author's intention. showered away question.
•Pupils listen to and read Total: 2 point
the text. Answer the
question. -Make CCQ
ANSWERS questions Yes / No
The author's intention is to
Conclusion during the lesson some inform the reader about an
tasks differentiated by outcomes of artist and his creations Total: 10 point
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:

Unit 6: Imagination and Creativity

Lesson 64
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Art and crafts

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;
10.4.7.1 - recognize patterns of development in lengthy texts [inter-paragraph
level] on a 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:
- To consolidate vocabulary from a text
- to learn collocations
- To present/practise vocabulary related to TV shows
- Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson Descriptor:
«Brainstor vocabulary - talk about daily worksheet
ming» routines
method revise the language from the Point 1
7 min. previous lesson Determines the topic and
Lead – In purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning
words from the picture objectives if they
Student’s
 can talk about of book
arts

Middle of Ex:1 P:78 •Pupils fill the gaps Descriptor:

the lesson • To consolidate vocabulary from a text ANSWERS - fill the gaps
Presentati Explain the task and give Ss time to 1 movement Total: 2 point
on part. complete it. 2 outline Card
30 min Check Ss' answers. 3 masterpieces Worksheet
Ex: 2 P: 78 4 design
• To consolidate vocabulary from a 5 still
text; to learn collocations 7 researching
Explain the task and give Ss time to 8 promote Students
complete it. •Pupils fill the gaps book
Check Ss' answers. ANSWERS
Ex: 3 P: 78 1 closer
• To learn collocations 2 advertising
Give Ss time to complete the task. 3 awareness
Check Ss' answers. 4 life Descriptor:
Ex: 4 P: 78 5 still - fill the gaps
• To introduce a vocabulary area 6 endangered Total: 2 point
Ask Ss to look at the pictures 1-8 and 7 gadgets
read the items A-H. 8 bring
Give Ss time to match them and then •Pupils fill the gaps. Real Descriptor:
check Ss' answers. or true - fill the gaps
ANSWERS - identify real or true
1 real Total: 2 point
Ex: 5 P: 78
2 real
• To present/practise vocabulary related
3 real
to TV shows
4 true
Explain the task and give Ss time to
5 real
complete it.
6 true Descriptor:
Tell Ss they may look up the words in
7 true - match the words
the Word List at the back of the book if
•Pupils match the words
necessary. with the pictures.
with the pictures. Total: 2 point
Check Ss' answers around the class. ANSWERS
A4 B7 C5 D8 E2
Ex: 6 P: 78 F1 G 6 H 3 Descriptor:
• To present/practise vocabulary related - fill the gaps
to theatre/performances •Pupils fill the gaps. Total: 2 point
Explain the task and give Ss time to ANSWERS
complete it. 1 series
Tell Ss they may look up the words in 2 set -Make CCQ
the Word List at the back of the book if 3 episode questions Yes / No
necessary. 4 cast
Check Ss' answers around the class. 5 hits
6 plotlines Total: 10 point
Conclusion during the lesson some 7 characters
tasks differentiated by outcomes of 8 season
the students and by their abilities. 9 critics
10 awards
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:

Unit 6: Imagination and Creativity

Lesson 65
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Professions related to the arts

Learning objectives 10.3.5.1 - interact with peers to make hypotheses about a wide 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;
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:
-To present/practise new vocabulary in context
-To practise prepositional phrases
- Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson Descriptor:
«Brainstor vocabulary - talk about daily worksheet
ming» routines
method revise the language from the Point 1
7 min. previous lesson Determines the topic and
Lead – In purpose of the lesson Assessment criteria
- Learners have met
Students say different the learning
 words from the picture objectives if they
can talk about of Student’s
arts book

Middle of Ex:7 P:79 •Pupils match the types of Descriptor:

the lesson • To present new vocabulary performers to what they do. - match the types of
Presentati Give Ss time to complete the task. ANSWERS performers
on part. Have Ss tell their answers to their 1b 2f 3e 4g 5a6d - complete the task Card
30 min partner and then ask some Ss to tell the 7c Total: 2 point Worksheet
class. •Pupils listen to three
performers describing their
Ex: 8 P: 79 jobs.
• To listen for gist (multiple matching) ANSWERS Students
Play the recording. Ss listen and Peter- living statue book
complete the task. Sandra - trapeze artist
Check Ss' answers. Mike - stand-up
comedian
Ex: 9 P: 79 •Pupils complete the
• To present/practise new vocabulary in adverts.
context ANSWERS
Give Ss time to read the adverts and 1 performance Descriptor:
complete the task. 2 effects - listen to three
Check Ss' answers and elicit what each 3 must-see performers
advert is about. 4 worth - complete the task.
5 edge Total: 2 point
6 talented
Ex: 10 P: 79 7 regret
• To practise prepositional phrases 8 box office Descriptor:
Give Ss time to complete the task. A = a ballet performance B - complete the
Ask Ss to check their answers in = a comic art convention adverts.
•Pupils choose the correct Total: 2 point
Appendix II.
Check Ss' answers. prepositions.
ANSWERS
1 on 2 for 3 on 4 in 5 of
Ex: 11 P: 79 Descriptor:
•Pupils form compound
• To practise word formation - choose the correct
nouns using the words in
(compound nouns) prepositions
the boxes. Use them to
Explain the task and give Ss time to Total: 2 point
complete the sentences.
complete it. ANSWERS
Remind Ss that accurate spelling is 1 make-up Descriptor:
required 2 bestseller - form compound
Check Ss' answers. Remind Ss to add 3 box office nouns
these words to their lists in their 4 headphones - Use them to
notebooks. 5 soap opera complete the
Ex: 12 P: 79 6 art gallery sentences
• To present/practise phrasal verbs with 7 paint brush Total: 2 point
LOOK 8 watercolours
Give Ss time to complete the task. •Pupils fill the gaps
Ask Ss to check their answers in ANSWERS -Make CCQ
Appendix I. 1 down 2 out 3 after questions Yes / No
Check Ss' answers. 4 up 5 forward
Conclusion during the lesson some Total: 10 point
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:

Unit 6: Imagination and Creativity

Lesson 66
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Relative clauses

Learning objectives 10.1.4.1 - evaluate and respond constructively to feedback from others;
10.1.6.1 - organize and present information clearly to others;
10.6.17.1 - use if / if only in third conditional structures use a variety of relative
clauses including with which [whole previous clause reference] on a wide range
of familiar general and curricular topics
Lesson objectives Learners will be able to:
-To present relative clauses
-To present defining/non-defining relative clauses
-To practise defining and non-defining relative clauses To practise
defining and non-defining relative clauses
Value links Family – Family values are moral and ethical principles of typical family life,
including sacrificing for loved ones, putting your loved ones first, and keeping
your loved ones at the centre of your thoughts and actions.
- Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson
«Brainstor vocabulary Descriptor: worksheet
ming» - talk about daily
method revise the language from the routines
7 min. previous lesson Determines the topic and Point 1
 Lead – In purpose of the lesson

Students say different

words from the picture Assessment criteria
- Learners have met Student’s
the learning book
objectives if they
can talk about of

Middle of Ex:1 P:80 •Pupils look at the words in Descriptor:

the lesson • Read the text aloud. Direct Ss bold in the text. Answer - look at the words in
Presentati attention to the words in bold. the question. bold
on part. Elicit from Ss around the class which ANSWERS - answer the Card
30 min words in bold refer to people, objects, people: who question. Worksheet
places and time and which show objects: that, which Total: 2 point
possession. Refer them to the Grammar places: where
Reference section for more information time: when
show possession: whose
Students
•Pupils fill the gaps.
Ex: 2 P: 80 book
ANSWERS
• Give Ss time to complete the task. 1 who 2 where 3 which
Check Ss' answers. 4 who 5 whose 6 where
7 when 8 which
Ex: 3 P:80 •Pupils read the text again.
• Read the theory box aloud. Write Underline one defining and
other examples on the board if one non-defining relative Descriptor:
necessary. clause. Mark the sentences. - fill the gaps
Give Ss time to read the text again and ANSWERS - complete the task.
find one defining and one non-defining defining relative clause: Total: 2 point
relative clause, and complete the task. Zenith are a band whose
Check Ss answers around the class and music is inspired by lots of
refer them to the Grammar Reference different styles of rock Descriptor:
section for more information. including hard rock, blues - read the text
rock, and garage rock.
- underline the
non-defining relative
Ex: 4 P: 81 clause: Their second album,
clauses
• Give Ss time to complete the task. which was released on 16th - mark the sentences
Check Ss' answers around the class. June 2017, has been a Total: 2 point
massive success.
A1F 2T 3T
Ex: 5 P: 81 B1F 2T 3T Descriptor:
• Give Ss time to complete the task. •Pupils join the sentences. - join the sentences
Check Ss' answers around the class. Use the words in brackets. - use the words in
ANSWERS ANSWERS brackets
2 who (ND, cannot be omitted) 2 Perizat bought a new TV Total: 2 point
3 when (D, can be omitted) whose screen is very
4 which (ND, cannot be omitted) big.
5 why (D, can be omitted) 3 They'll never forget the day Descriptor:
6 who (ND, cannot be omitted) when they met a famous - fill the gaps
7 when (D, cannot be omitted) actor. - complete the
8 who (D, can be omitted)
9 whose (ND, cannot be omitted)
4 That is the reason why she sentences
10 which (ND, cannot be omitted)
couldn't get tickets to the Total: 2 point
premiere.
Conclusion during the lesson some 5 They sell CDs which they
tasks differentiated by outcomes of record in their own studio.
the students and by their abilities. -Make CCQ
•Pupils fill the gaps. Put
questions Yes / No
commas where necessary.
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:

Short term plan:

Unit 6: Imagination and Creativity
Lesson 67
Teacher name:

Date:

Grade: 10 Number present: absent:

Lesson title Determiners

Learning objectives 10.2.2.1 - understand specific information in unsupported extended talk on a

wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics;
10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and
genre, and which is spelt accurately;
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;
Lesson objectives Learners will be able to:
- To practise determiners
- To practise relative clauses by personalising the subject
Value links Loyalty – Loyalty might be a core personal value to you if you highly prize
friends that are reliable and trustworthy. You might put your friends or chosen
family first, always being there for them when they need you.
- Plan

Stages / Teachers actions Students actions Assessment criteria Resources

Time

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

Pre- • Learners talk about daily Good job!

learning routines previous lesson
«Brainstor vocabulary Descriptor: worksheet
ming» - talk about daily
method revise the language from the routines
7 min. previous lesson Determines the topic and Point 1
Lead – In purpose of the lesson

Students say different

words from the picture Assessment criteria
- Learners have met Student’s
the learning book
objectives if they
can talk about of

Middle of Ex:6 P:81 •Pupils cirde the Descriptor:

the lesson • Explain that we use both to refer to determiners in the text. - give an example of
Presentati two people or things with a positive Give an example of two two more
on part. meaning. We use either to refer to one more determiners. determiners Card
30 min of two people/things with a positive ANSWERS Total: 2 point Worksheet
meaning and neither to refer to not one both - used to mean 'two
or the other of two people/things with a people' (Thatcher and Kerr)
negative meaning. Explain that we use every song - used to mean
whole to mean 'complete' with 'all the songs' other Students
countable nouns, and each to mean 'one examples: either, neither, book
by one' with singular countable nouns. each, whole, all, none
We use none to mean 'not any; and •Pupils read the sentences
refer to more than two people/things and choose the correct
with a negative meaning. It is the word
opposite of all which means 'every one! ANSWERS Descriptor:
Explain the task and give Ss time to 1 either - read the sentences
find the determiners in the text. Check 2 Each - choose the correct
Ss' answers around the class and elicit 3 every word
how the determiners are used in the 4 None Total: 2 point
5 Both
text.
•Pupils fill the gaps.
Ex: 7 P: 81
Complete the task
• Give Ss time to complete the task. ANSWERS
Descriptor:
Check Ss' answers. 1 that - fill the gaps
Ex: 8 P:81 2 Nobody - complete the task
• Give Ss time to complete the task. 3 everyone Total: 2 point
Tell Ss to refer to the Grammar 4 ourselves
Reference section for any points they •Pupils choose the correct
are unsure of. item. Descriptor:
Check Ss' answers. ANSWERS - choose the correct
Ex: 9 P: 81 1 much item
• Explain that we use much with 2 many Total: 2 point
3 a lot of
uncountable nouns and many with
4 few, many
countable nouns. 5 anyone Descriptor:
Give Ss time to complete the task. Tell 6 everywhere - write a few
Ss to refer to the Grammar Reference •Pupils write a few sentences
section for any points they are unsure sentences about him/her - use relative clause
of. using relative clause. Total: 2 point
Check Ss' answers. ANSWERS
Ex: 10 P: 81 My favourite musician, who
• Explain the task and give Ss time to is from Canada, is Shawn -Make CCQ
write a few sentences. Remind Ss to Mendes. He sings great questions Yes / No
use relative pronouns, adverbs and songs, which he writes
clauses. himself, and plays the
guitar. 2013 was the year
Total: 10 point
Ask various Ss around the class to read
when he started getting
their sentences aloud. popular. His incredible
voice is the reason why he is
Conclusion during the lesson some so famous.
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: