AUTONOMOUS EDUCATIONAL ORGANIZATION

«NAZARBAYEV INTELLECTUAL SCHOOLS»

ENGLISH

Course Plan

(Arts and Humanities)

2019-2020 academic year

Grade 10

1
2
 Long term plan 3
Introduction to content-based learning in the 4
English course plans
Scaffolding learning and differentiation 5
Medium term plans 7
Unit 1 Legend or Truth? 7
Unit 2 Controversial Issues 21
Unit 3 Virtual Reality 32
Unit 4 Out of this world 45
Unit 5 Stress and Fear 59
Unit 6 Imagination and Creativity 69
Unit 7 Reading for pleasure 87
Unit 8 Different Ways of Living 96
Unit 9 Independent Project 108
Suggested vocabulary list 117
Short term plan 126
Appendix 130

3
Long term plan
Subject: Humanities English Grade: 10

Term 1 Term 2 Term 3 Term 4

1 Legend or Truth? 3 Virtual Reality 5 Stress and Fear 8 Different ways

of living

Introductory lesson  Creating and  Describing the  Discussing

Diagnostic test explaining a symptoms of stress whether money
Legend or truth fantasy country  Giving advice on brings happiness
(analysing and (geography, laws, how to reduce stress  Evaluating the
economy, industry) (psychology) benefits of living
telling urban
 Expressing and  Analysing and without money
legends) (optional justifying opinion describing phobias and  Exploring the
focus on about fantasy frightening situations concept of
Kazakhstan) books and films downshifting
Myth busters (essay)
(History, Geography)
Writing an article

2 Controversial 4 Out of This 6 Imagination and 9 Independent

Issues World Creativity project

 Discussing pros  Things you  Explain what  Independent

and cons of didn’t know about inspiration is and where Project Guide
immigration space it comes from  Planning a
 Expressing  A sci-fi film  Creative people (Art, sustainable city of
opinions about review Literature, Music) the future
gender equality  Multiple intelligence (economic focus)
issues (self-study project) (optional focus on
Kazakhstan)

7 Reading for pleasure

Learners read a science

fiction book
Notes:
A unit is a body of lessons which covers a defined topic.
W = whole class
G = group work
P = pair work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment

4
Introduction to content-based learning in the English course plans

For NIS learners, learning in English classes and in content subject lessons are not two completely
separate processes. Instead, NIS learners are expected to use the language they learn in English in their
subject lessons in order to learn subject matter. In this way, English lessons play an important role in the
preparation of NIS learners for learning other subjects through English.

Content-based instruction (CBI) is a tool used in English lessons for preparing and supporting learners
who will be or are learning other subjects through English. CBI is based on the understanding that
language is more effectively learnt and lessons are more memorable when the content of the lesson is
relevant and meaningful to learners. This means ensuring that the contexts, activities, tasks, texts,
discussion and learning objectives selected for the English language classroom are meaningful because
they:

▪ develop generic academic language and skills needed for success in a range of subjects
▪ develop generic learning skills needed for success in a range of subjects
▪ create cross curricular links
▪ are relevant to their lives

Examples of meaningful content objectives include:

▪ organising and presenting information clearly to others
▪ developing intercultural awareness through reading and discussion
▪ explaining causes and consequences using the appropriate language e.g. due to, because of, as a
result of, resulted in, caused etc.
▪ explaining a concept from a science class (for example) to the English teacher
▪ comparing and contrasting, for example: two different times in history, two different countries etc.
▪ researching and debating topics and presenting information back to the class in a written or spoken
format using the appropriate register, style, format, layout etc.

To sum up, content objectives help to make English lessons relevant and meaningful to learners. On the
English course, these objectives generally relate to topics of general interest because the role of the
English language teacher is not to teach a content subject such as science, maths, and economics in
English. However, the English language teacher does need to ask himself/herself whether a task or text
or language in a lesson can help learners in their study of a content subject. This means that it is a good
idea to liaise when necessary with the content teacher to check which concepts learners are familiar with
in their content subject, and to compare notes on learners’ progress. This cross curricular coordination
will clearly benefit learners.

Content and language learning in the course plans

The course plans refer to lessons as being language with content lessons or content with language
lessons. This means that every lesson will include both content objectives relevant to learners’ lives, and
language objectives. The difference between content with language lesson and a language with content
lesson is simply one of emphasis. In a content with language lesson, the driving force of the lesson is the
content objective and the language supports the content objective. By contrast, in a language with
content lesson, the language or skills focus drives the lesson and the content supports the language or
skills focus.

5
6
Scaffolding learning and differentiation

Introduction

Most classes consist of learners with a range of learning styles, linguistic abilities, content knowledge,
motivation and experience of learning. Traditionally, we described these classes as ‘mixed-ability’.
When we teach learners using the L1, it is common for us to provide support for those who need
additional guidance, and to provide additional tasks for fast finishers or higher-ability learners.
However, in contexts where we are teaching subjects through the L2 or L3, and particularly in the
early stages, we may have to provide ‘an abundance of support’ (Gibbons, P. 2008). In addition, some
learners may need support for a greater length of time, while others may need more-challenging tasks.
Some learners may need support in language learning, some in understanding subject concepts.
Providing support strategies and considering the needs of both lower-ability and higher-ability learners
are described below.

Scaffolding
Scaffolding is the term to describe the ways we provide support strategies so that our learners can
achieve the Learning objectives for each lesson. It is important that these strategies are temporary and
that we plan them. Planningscaffoldingstrategiesinvolvesthinkingaboutstrategiesfor:

● the delivery of new subject content and language

● the design of learning tasks
● the language our learners need to communicate new content

and for ‘specific spoken interventions during classroom interaction’ (Llinares, A. Morton, T. and
Whittaker, R. 2012: 12).
It is useful to consider the questions. When is scaffolding needed? Is it at the start and/or during the
lesson? How will we scaffold the lesson? Is support required at word, sentence or text level? Once we
decide, then we can provide appropriate support. The following are common examples:
● word level support: visuals; realia, word banks; spelling lists, bilingual dictionaries; glossaries;
translations of key content vocabulary
● sentence level support: visuals with usually more than one image; sentence starters;
substitution tables; sentence gap-fills
● text level support: language frames; model texts or diagrams, visual organisers; breaking text
into smaller chunks.

Example of scaffolding learning: Describing plants, planting seeds and the life cycle of a plant

Sentences port

Wordbank

flower / flowers.
(trunk) leaf / leaves. 7
We can see some (adj.) stem.
stem a root / roots.
leaf
root Recounting
 branch

first next
then after that finally

Differentiation
The term ‘differentiation’ describes the way we
help all learners to achieve learning outcomes and the
smooth↔ jagged
Cycle
way we provide appropriate learning opportunities for
long ↔ short

all. We need to think about the diversity of our learners,

big↔ small

their needs and their strengths and to show our lesson aims with objectives such as: most learners
thick ↔ thin

will…; some learners will…; a few learners might... However, it is not the objectives that achieve
differentiation; it is the strategies we put in place during our lessons. This proves we are thinking of
learners as individuals and that we can manage difference.

Four important ways to differentiate learning are by content, by task, by end product and through
support. Strategies for support are described in the previous section, scaffolding.

Examples of adapting content, tasks and end products for less able learners include:
● providing shortened or simplified instructions, texts or diagrams
● exploring only part of a topic
● inserting additional visuals to accompany instructions, examples and explanations
● making simplified worksheets with fewer cognitively demanding questions
● changing task types to matching or multiple-choice format
● allowing additional time before expecting responses or feedback about what they’ve done
● changing end product from written to oral; from audio to visual
● maximising use of technology to consolidate learning

Examples of adapting content, tasks and end products for more able learners include:
● providing extended text or more linguistically-complex text and diagrams
● providing multiple tasks which build on new knowledge, not more tasks at the same level
● encouraging development of learners’ own ideas about particular task topics
● allowing learners to become autonomous e.g. by thinking of different solutions to problems
and alternative ways to carry out investigations
● allowing extra time to explore a topic in greater depth
● enabling the development of abstract thinking
● maximising use of technology to extend learning
It is also important that we have high expectations for all learners, that we monitor the progress of
each learner, and we create the best learning experience possible.

8
Medium term plans
English Secondary Grade 10
Unit 1. Legend or Truth?
Recommended prior knowledge
This is the first unit of the academic year. Grade 10 builds on the content and language skills and knowledge learners have developed in Grade 9.
Context
This unit uses the topics of urban legends and mythological creatures to develop the theme of legends and truth. This focus on fact and fiction recurs in
other units of Grade 10, particularly in units Virtual Worlds, Reading for Pleasure, Imagination and Creativity. The Legend and Truth theme provides
opportunities for curriculum links to First language literature and Integrated second language and literature.
Outline
The suggested number of academic hours for the unit is 10-11 including revision and summative assessment.
Learners develop listening, speaking, reading and writing skills on the theme of legends and truth. They focus on the grammatical features of expressing
deduction and probability, and develop awareness of informal and formal register in newspaper articles. For learners’ safety, teachers should pay
attention to the theme “Safety: How to spot a lie?” and prepare some lessons using the following website:
https://www.ted.com/talks/pamela_meyer_how_to_spot_a_liar/transcript
For learners’ safety, everyday classroom precautions ensure that safety measures are provided to prevent the exposure of electrical power cords, the room
is aired.
Key Learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they
discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be challenged
and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners.
Suggestions are given below.
10.C2 use speaking and listening skills to provide sensitive feedback to peers
10.C4 evaluate and respond constructively to feedback from others10.C8 develop intercultural awareness through reading and discussion
10.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
10.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics
10.L3 understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
10.S4 evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics
9
10.S6 link comments with flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
10.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics
10.R1 understand main points in extended texts on a range of familiar and some unfamiliar general and curricular topics
10.R3 understand the detail of an argument – both explicitly stated and implied – in extended texts on a wide range of familiar general and curricular
topics, and some unfamiliar topics
10.R7 recognise typical features at word, sentence and text level in a wide range of written genres, including some which focus on unfamiliar topics
10.R8 use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding
10.W2 write independently about factual and imaginary past and future events, activities and experiences on a wide range of familiar general and
curricular topics
10.W4 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.W6 write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics
10.W7 use independently appropriate layout at text level on a range of general and curricular topics
10.W9 punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy
10. UE2 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 topics10.UE7 use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far,
lately, all my life , on a wide range of familiar general and curricular topics
10.UE10 use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics
10.UE11 use a variety of reported statements and question forms on a wide range of familiar general and curricular topics
10.UE12 use a variety of comparative degree adverb structures with regular and irregular adverbs use a wide variety of pre-verbal, post-verbal and end-
position adverbs on a wide range of familiar general and curricular topics
10.UE 13 use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on
a wide range of familiar general and curricular topics
10.UE16 use a wide variety of conjunctions on a wide range of familiar general and curricular topics

This unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the
year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free to
choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives
throughout the year.    
Key Learning objectives Suggested teaching activities Teaching notes Learning resources

10

10.C5 use feedback to set
personal learning
objectives10.C10 use talk or
writing as a means of reflecting
on and exploring a range of
perspectives on the world10.L1
understand the main points in
unsupported extended talk on a
wide range of general and
curricular topics, including talk
on a limited range of unfamiliar
topics10.L2 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.S3 explain and justify own
and others’ point of view on a
wide range of general and
curricular topics
10.R1 understand main points in
extended texts on a wide range
of familiar and some unfamiliar
general and curricular topics
10.R2 understand specific
information and detail in
extended texts on a range of
familiar general and curricular
topics, and some unfamiliar
Introductory lesson
Pre-learning
Back-to-school ABC task (I)
Teacher prepares letters of the
alphabet. Each student should choose
one letter and write from 3 to 5 nouns
which they associate with themselves
on that letter. If a student has chosen a
letter N, he or she can say, “A novel, a
nut, Nesquick, a night, a nightmare, a
necklace.” Student's task is to explain
why they have decided to choose these
words. Finally, each student can
illustrate his or her words. Teacher
combines the pictures to create an
ABC class display.
Activity 1
Illustrated student reflections (I,
W)Students get illustrated reflection
sheets. They will demonstrate their
ability to reflect upon themselves and
their accomplishments by writing and
colouring.
Students should think about their own
dreams, disappointments, rewards and
things they do every day and to write
them down on a sheet and colour the
Activities to help teachers get to
At the beginning of the school year know student strengths, set the
classroom tone, observe student
learners may take time to adjust to being
interaction, or just provide a
back at school, and some may take a little
little fun:
time to feel comfortable using English. http://www.educationworld.com/
Teacher’s task is to prepare an interactive a_lesson/lesson/lesson243.shtml
activity which helps them feel friendly
atmosphere of the lesson and to overcome
the language barrier.
Differentiation
The difficulty of the words will vary
depending on the level of the students.
For More Capable students
Teacher might ask students to add
adjectives beginning with the same letter
as nouns which will characterize them.
For Less Capable students
Teacher helps students brainstorm
possible words for their letters.
Notes:
Students can reflect on their dreams and Strategies to help learners think
about how they learn
accomplishments. A simple illustration
provides a backdrop students can use to
Illustrated student reflections:
share their dreams, their interests, and the
http://web.archive.org/web/2007
high and low points in their lives. The 0825000409/http://education.ind
activity can provide teachers with iana.edu/cas/tt/v1i2/first.html
important information about students'
interests, concerns, and goals; teachers
can use the information to determine how
11

topics
10.W5 develop with support
coherent arguments supported
when necessary by examples and
reasons for a wide range of
written genres in familiar general
and curricular topics
10.UE6 use a wide variety of
relative, demonstrative,
indefinite, quantitative pronouns
and reflexive pronoun structures
on a wide range of familiar
general and curricular topics
best to direct students and provide for
image.
their individual needs.
Activity 2
Differentiation
Memorable summer event/situation
(I,W)Students get piece of paper. The Students could elicit ideas to complete
task is to write an expression or a their Reflection Sheets through peer or
sentence about something special that group discussion.
happened this summer (it can be
something positive or negative that
impressed them.). Then they put it in a
box/hat. One student/teacher takes the
first piece, read it out loud and they
need to guess the person who wrote it.
He/she should tell the class some
facts/details about the information
he/she wrote. Other learners may ask
follow-up questions. Learners take
turns to go and take papers and guess
the person who wrote the sentence.
Plenary activity
Students write one-three things that
made an impression on them and that
will make them think about.
Diagnostic Test lesson
(I)Diagnose listening skills by asking
Differentiation
learners to listen to the course book
In the listening activity, less capable
“Welcome section” 1A and to answer
learners can be asked to look at/listen to
the questions in task a and task b. You
paragraphs one and two only, and to
will need to play the CD twice.
12

Learners must cover the text as they
listen.
(W, f) Check answers, ask learners to
tell you what they found easy or hard,
and make a brief note of how well
learners did on the task.
(I, W, f) Diagnose reading skills by
asking learners to read and answer the While the idea of an online grammar test
questions in task a and task b in course may be appealing, remember that it is
book Welcome section 1A.
(W, f) Check answers in the same way learners’ performance, and that skills,
as for listening.
Alternative on-line tests
(W, I, G, P, f) Adapt or supplement
the suggestions above with an online
diagnostic grammar test. To diagnose
grammar, you could use the Oxford
Practice Grammar Test Intermediate
version. This has 100 questions, and
gives learners feedback on what they
need to improve. They could print this
information out and give it to you for
planning purposes. In addition, you
could discuss or go through the test
together as a class if appropriate.
(W, I, G, P, f) Alternatively, learners
could take the Cambridge English
Placement test. This has 25 questions,
answer only questions 1-5 in task b.
Provide more challenge for more capable
learners by asking them to explain why
some of the answers are false.
English in Mind 5 Student’s
Book and Workbook 2nd
edition, Welcome Unit
only one part of the whole picture in
vocabulary and pronunciation are
amongst the other parts of the picture.
Remember, too, that the online diagnostic
tests tell you only about what learners
know and can do at sentence level. They
do not give you information about the
language which learners understand and Oxford Practice Grammar
can use at discourse level. Learner
https://elt.oup.com/student/practi
cegrammar/test?
cc=gb&selLanguage=en
Cambridge English Language
Assessment Test
http://www.cambridgeenglish.or
g/test-your-english/
13

10.C6 organise and present
information clearly to others
10.L1 understand the main
points in unsupported extended
talk on a wide range of general
and curricular topics, including
talk on a limited range of
unfamiliar topics
10.L2 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.S4 evaluate and comment on
the views of others in a growing
variety of talk contexts on a
growing range of general and
curricular topics
10.R1 understand main points in
extended texts on a wide range
of familiar and some unfamiliar
general and curricular topics
10.R3 skim a range of lengthy
texts with speed to identify
and diagnoses the learners’ level
according to the score they get. You
could use a similar procedure after the
test as suggested above.
Legend or truth (analysing and
telling urban legends) (optional
focus on Kazakhstan)Students read a
text about urban legends which
provides contextualized revision and
practice of modals of deduction.
Pre-learning
Ask learners if they know what urban
legend is. Give students task to work
in groups and tell each other any localBook p 14. Provide more challenge for
legends they know.
Activity 1
Learners are shown two pictures which forms.
are parts of a story and asked to make
guesses what is happening in each
picture. Learners start to speculate
about the stories applying modals of
deduction and probability.(W/P)
Learners read the text and complete
reading comprehension tasks (gap
completion, comprehension questions,
vocabulary matching), then listen to
English in Mind 5 Student’s
(W, I, G, P, ) Follow suggestions in
Book Unit 1 Legend or Truth?
Teacher’s Book p16-23 to help learners to English in Mind Legend or
develop language and content skills and Truth? p.12-13
knowledge.
Grammar (modals of deduction,
clarification with video):
For grammar, task 2 provides extra
https://learnenglishteens.britishc
practice for less able students with the
ouncil.org/grammar-
modals used in English in Mind Student’s vocabulary/grammar-
videos/modals-deduction
more able learners by getting them to write
additional example sentences using the Practice activities for modals of
deduction:
http://www.eltbase.com/vtr_refs.
php?id=78#sub200
Reading comprehension check.
Monitor students while completing reading
task so as to provide support and guidance. English in Mind 5 SB p.15
Have students checked and discussed their
answers in pairs first.
Grammar clarification:
14

content meriting closer reading
on a range of general and
curricular topics
10.W2 use a growing range of
vocabulary, which is appropriate
to topic and genre, and which is
spelt accurately
10.UE7 use perfect continuous
forms and a variety of simple
perfect active and passive forms
including time adverbials … so
far, lately, all my life , on a wide
range of familiar general and
curricular topics
10.UE11 use a variety of
reported statements and question
forms on a wide range of
familiar general and curricular
topics
10.UE12 use a variety of
comparative degree adverb
structures with regular and
irregular adverbs use a wide
variety of pre-verbal, post-
verbal and end-position adverbs
on a wide range of familiar
general and curricular topics
10.UE 13 use a growing variety
of past modal forms including
Make sure students are clear about
the text and check their answers (I/P)
meaning, form and pronunciation of
Activity 2: Grammar review modals of deduction. Check students’
Lead-in: ask learners to choose the understanding by asking them such
questions as:
best option for each of the statements
“Something really bad must have
(I) in task 2a
happened”
Learners watch the video and check
- Is this sentence about present or
their answers. (P/W)
past?
Learners do grammar tasks 2b and 2c - Is “must” used in the meaning of
(I) obligation?
- How do you pronounce “must
Extension activity: learners complete
have”?
matching, gap filling and multiple
choice exercises (I)
Activity 3
Skill: Listening
Learners listen to the stories and do
Writing a blog
comprehension tasks (I/P)
Encourage students to use any of the
social network accounts they have to post
the information about any of the legends.
Activity 4
Students should read the legends and
(I/P) Writing a blog Students
write about them using their own words.
are given task to find some
Also, students should read and comment
information about any interesting
on each other’s blogs by asking questions
legend and write a post in an online
and expressing their opinions.
blog. Students are to read each other’s
blogs and comment on posts including
Differentiation
their own opinions and questions for
You may differentiate the task by giving
15

must have, can’t have, might
have to express speculation and
deduction about the past on a
wide range of familiar general
and curricular topics
10.C2 use speaking and
listening skills to provide
sensitive feedback to peers
10.C4 evaluate and respond
constructively to feedback from
others
10.C8 develop intercultural
awareness through reading and
discussion10.L3 understand the
detail of an argument in
unsupported extended talk on a
wide range of general and
curricular topics, including talk
on a limited range of unfamiliar
topics
10.S6 navigate talk and modify
language through paraphrase and
correction in talk on a range of
familiar general and curricular
topics
10.S7 use appropriate subject-
specific vocabulary and syntax
to talk about a range of general
and curricular topics
different word limit to students depending Suggested resources about
peers.
on their level.
Kazakhstani legends:
Plenary
http://www.tourstokazakhstan.co
Learners speculate about the given
m/en/blog/kazakh-legends.html
picture using at least two modal verbs
of deduction. Encourage students to
make deductions in both active and
passive voice.
Myth busters (History, Geography) Activity 1 (G)
Activity 1 “Hot Seat” Encourage
(G) “Hot Seat” students explaining the word to give either
synonyms or definitions and try not to use
Put students in four groups and ask gestures or mimics to demonstrate the
them to choose one student in a group word. A group in which student on a “hot”
who will sit on a “hot” seat. The seat guesses the word first is the winner
assigned student should place his chair and receives a point. Students take turns to
back to the board so as not to see it.
sit on a “hot” chair with every new slide.
Other students are shown a slide with a
word and they are to explain this word Use concept checking questions to make
sure all students understand the meaning of
to a student sitting on a hot seat.
the words correctly.
Activity 2
Activity 2
(W/I/P) Reading. Show students the
words on the board (teeth, prehistoric, (W/I/P) Reading. Tell students that the
long arms, footprints, fishing boats, words are included in three descriptions of
tentacles) and ask them to guess what mythological creatures. Ask them to English in Mind 5 SB p.17
they all have in common and what the discuss in pairs what they think the stories
might be about and to imagine what the Mythological creatures
text is going to be about.
creatures look like. Ask some pairs to give images:https://www.google.kz/se
Students are to read the text and match feedback. arch?
16
10.R7 recognise patterns of
development in lengthy texts
[inter-paragraph level] on a
range of general and curricular
topics
10.R8 use a wide range of
familiar and unfamiliar paper
and digital reference resources to
check meaning and extend
understanding
the paragraphs with the photos. Get Elicit the reading technique that students q=mythological+creatures&sour
students to read the text again and will need to complete this kind of task ce=lnms&tbm=isch&sa=X&ved
answer the questions in 6b. (skimming). Pair check and open class =0ahUKEwi7lPCQleXLAhVGL
check follow. HIKHdbXA8UQ_AUIBygB
Activity 3
Tell them it is not important to understand
(G/W) The next idea is to make a group
every word at this stage. Monitor students’
project “Mythological Creatures”.
work and provide support for weaker
Students should choose one
students.
mythological creature and find out
about its origin and location. Encourage Have students checked the answers in
students to choose some unknown pairs before open class discussion and
creatures. They can use the suggested feedback.
links to find information. Activity 3
Activity 4 Projects may be prepared in different
Set and monitor Workbook tasks as forms: article, poster, mind map, video clip
appropriate. Elicit and provide feedback etc. Encourage students to use a variety of Resources about legends and
on learners’ work to help them to structures in accordance with learning myths
develop language and content skills and objectives. http://www.statemaster.com/enc
knowledge. yclopedia/Turkic-mythology
Alternative option for Legend or
http://www.michellehenry.fr/myt
Truth?
ho.htm
Kazakh Legends
(G) Ask learners to discuss what the http://www.eslteachersboard.co
characteristics of a legend are. Let them m/cgibin/stories/index.pl?
brainstorm their ideas and make a list of Activity 4 read=436
main features.
Learners will also need time to consolidate http://eslchestnut.com/2011/07/1
(G) Ask them to think of a legend from and extend learning through use of 4/greek-mythology/
Kazakh culture and compare it with additional components such as the
17
their lists of main features. Workbook, DVD ROM, and Classware https://www.youtube.com/watch
DVD ROM. ?v=MUJ2fUA2fZ0
(W, I, P, f) Prepare a set of texts with
Kazakh legends, use\adapt them from Differentiation
https://www.youtube.com/watch
the given resources. Give students an Provide support for learners through ?
opportunity to read one of the Kazakh sensitive grouping, through encouraging v=NTyXX78y01Y&list=PLbEW
legends. Involve learners in the oral learners to use reference resources and GLATRxw-
retelling of the story by putting key their background knowledge. LgcVfRQrzkjO7vsra5QtY&inde
words in their notebooks as prompts.
Support x=4)
Ask them to do this first in pairs, and
finally as a mini-groups activity. Remind learners that stories are told using
(W) Monitor and provide feedback on past tenses. Write a few sentences on the
language as necessary. board from the story using different
English in Mind 5 Workbook
narrative tenses. Ask learners to discuss
(P) Ask learners to choose a new legend the reasons for using the different tenses. Unit 1 2ndedition Legend or
reflecting the Kazakh culture (for Truth?
Discuss uses of the different tenses in
instance, discuss the ideas of starting plenary.
the story: Legend about the origin of …
(place) or and to create their own story Provide challenge through making sure
in pairs. that each member of a pair takes it in turns Some resources to find Kazakh
to write a part of the story, and through
(P, f) Monitor as learners do this, legends:
providing an extension task for fast
focusing on the way they plan and http://www.kazakhstan.orexca.c
finishers (e.g. retell the story from another
organise their work, and on their use of character’s perspective). om/borovoe_kazakhstan.shtml
language.
(W, I, f) Display the stories for the class to Alternative link:
Alternative 1 http://www.messagetoeagle.com/
read, and ask learners to make a note in
Pre-learning their notebooks of something they like in unique-massive-nazca-of-
each of the stories they read. kazakhstan-geoglyphs-in-
(W) Elicit what learners know about central-asia/
any other mysterious creatures. (W, f) Conduct whole class feedback on
what learners like about each story, http://www.unikaz.asia/en/eterna
Activity 1 l/myths-legends
18
(I) Listening. Learners listen to the
article about Bigfoot and take notes,
then they listen to it second time and
answer comprehension questions.
Activity 2
(I/P) Speaking
Learners draw a Venn’s diagram to
compare Bigfoot with any other
mysterious creature they can think of
and present their findings to the class.
Plenary
Learners draw a triangle and write in
each of its section what they have done
well today, key words of the lesson and Have students checked and discussed their
something to think about.
Alternative 2
Pre-learning
(W)Learners share their ideas about
Sherlock Holmes. Video
Activity 1 (I/P)Reading.
Learners read the text and complete
tasks.
(P) Post reading. Students solve the
mystery.
Extension activity
summarizing strong points of each story if
necessary.
(W, f) Provide feedback on the way
learners planned and organized their work,
and on their use of language.
Encourage students to use a variety of
adjectives to describe the creatures they
know.
Depending on students’ abilities it may be
recommended to do the activity in pairs
first in order to let less capable students
build more confidence before open class
speaking.
answers in pairs first before open class
check and feedback.
Listening:
https://www.youtube.com/watch
?v=rxl6Ti2VAtc
Encourage students to ask questions http://www.headsupenglish.com/
about the information they present. upper-
intermediate/listening/bigfoot.m
p3
19
 Learners act out any extract they like
from the text.
Sherlock Holmes:
Plenary Depending on the level of students you
may pre-teach some words before
Learners reflect on the story and share 2 watching the video or play the video with https://www.youtube.com/watch
things they liked about the story and 2 subtitles. ?v=TQJ8PSfqqow
things they didn’t.
Countdown to FCE SB p.25

10.C1 use speaking and
listening skills to solve problems
creatively and cooperatively in
groups
10.C9 use imagination to
express thoughts, ideas,
experiences and feelings10.C10
use talk or writing as a means of
reflecting on and exploring a
range of perspectives on the
world
10.W4 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.W6 write coherently at text
level using a variety of
connectors on a range of familiar
general and curricular topics
10.W7 use independently
appropriate layout at text level
on a range of general and
Writing an article based on an
urban legend
Students learn how to write an article
using the model article about an urban
legend.
Pre-learning
Let learners walk around the
classroom in order to complete “Find
someone who” activity.
Activity 1
Learners match expressions with story
with their definitions
Vocabulary practice. Learners read a
dialogue and circle correct options. As
a self-check they listen to the dialogue
and check their work. (I)
Activity 2
Encourage learners to ask follow-up
English in Mind 5 SB p.15
questions for more detailed answers.
Round off the activity with a brief all
class feedback.
Additional suggestions:
Support:
In ‘speak’ activity, task 5, (English in
Mind Student’s Book p 15) and ‘write’
task 7, (English in Mind Student’s Book p
17), do some revision of past tenses used
in narratives to prepare learners for
storytelling.
In ‘speak’ activity, task 5 (English in
Mind Student’s Book p 15), pair more
able learners with less able learners and
monitor to help learners with vocabulary
and ideas

20
curricular topics
10.W9 punctuate written work
at text level on a wide range of
general and curricular topics
with a good degree of accuracy
10.UE2 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 topics10.UE9 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
10.UE10 use present continuous
and past continuous active and
passive forms on a wide range of
general and familiar curricular
topics
10.UE12 use a variety of
comparative degree adverb
structures with regular and
irregular adverbs; use a wide
variety of pre-verbal, post-
verbal and end-position adverbs
on a wide range of familiar
general and curricular topics
10.UE16 use a wide variety of
conjunctions on a wide range of
familiar general and curricular
topics
(P) Speaking. Learners work in pairs,
read an outline of an urban legend
(Student A, B) and come up with a
detailed version of it, a partner has to
decide if the legend is true or not (I/P)
Activity 3
(W) Pre-writing. Ask students to
answer the questions regarding the
ways urban legends spread.
Students skim the article on p.17 (EiM
5) and answer the questions on the
board:
1. Do you believe the story? Why?
Why not?
2. What kind of newspaper do you
think it comes from?
Students read the text quickly and
answer the questions.
Pair check and open class feedback
follow. Pre-writing
Learners analyse the layout of the
newspaper article and write their own
using the given article as a model.
(G/P)
Students watch a video and take notes
on important points.
Activity 3
Elicit newspaper articles as one of the
sources where people can know about
urban legends. Tell students that they are
going to read a newspaper article about
urban legend and learn how to write it.
Pre-teach the following words:
prick, cowboy boots, stamped to death,
fang, embedded, sole
In ‘write’ task 7 (English in Mind
Student’s Book p 17), remind learners of
the structure of a newspaper article. Ask
learners to look at the article on page 17
again and to examine and discuss the
content in the different parts of the text.
English in Mind 5 SB p.15
Learners should note that in newspaper
articles the beginning summarises the
story, the next section provides detail of
the story and the final sentence provides a
conclusion or comment.
Encourage students not to look up every
new word or worry about the words in
italics, but just to read and get the general
idea of the text.
In ‘write’ task 7 (English in Mind
Student’s Book p 17) provide prompts for
21
 less able learners of what should be
Students are to work in groups and
included in each section of the article.
generate a checklist of a newspaper
article based on what they have known Writing an article:
You can pause the video to check
from the video and using the model https://www.youtube.com/watch
students’ understanding and allow them
article from EiM5. Encourage them to ?v=97aY82TJbns
to write down key points.
include comment adverbs in their
checklists.
Ensure that learners apply all the grammar http://www.henry4school.fr/Med
Students present their checklist to the ia/press/expr.htm
stated in the Use of English Learning
class and agree on common checklist
objectives for this lesson.
for their own article.
While-writing
Learners write their own newspaper
article applying the previously learnt
vocabulary and grammar. (I/f)
Plenary
Learners share with classmates the
headlines of their articles and choose
the most attention-grabbing one.

English Secondary Grade 10

Unit 2. Controversial issues
Recommended prior knowledge
This unit develops the content theme of immigration and gender equality. Previous experience and knowledge learners have of immigration and gender
equalityfrom print, broadcast media, or film will be useful.
Context
This unit is based on the topic of immigration and gender equality. Needless to say, depending on where you are teaching, this could be a highly

22
sensitive topic, which may generate strong opinions. When approaching a topic like immigration and gender equality do take into account the
backgrounds of your students and make sure nobody will be made to feel uncomfortable. This lesson is better suited to older teenagers and higher levels
that have the linguistic resources and maturity to deal with the subject.The Controversial Issues theme provides opportunities for curriculum links to
Economics, History, Geography and Social Studies.
Outline
The suggested number of academic hours for the unit is 10-11 including revision and summative assessment.
Learners develop listening, speaking, reading and writing skills on the topic of unexpected events on the theme of immigration and gender equality. The
grammar focus is on intensifiers, I wish / If only, and would, rather Expect / Want / Need / Would like + someone + to + verb. The vocabulary focus is
on the migration and gender gap. In the content focus learners develop all 4 skills and consolidate grammatical and vocabulary knowledge at discourse
level when they present and compare information about immigration and gender equality around the worlds including Kazakhstan. For learners’ safety,
everyday classroom precautions ensure that safety measures are provided to prevent the exposure of electrical power cords, the room is aired
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they
discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be
challenged and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on
your learners. Suggestions are given below.

10.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
10.C5 use feedback to set personal learning objectives
10.C9 use imagination to express thoughts, ideas, experiences and feelings

10.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics
10.L2 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.S1 use formal and informal language registers in talk on a wide range of general and curricular topics
10.S5 interact with peers to make hypotheses about a wide range of general and curricular topics
10.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular

10.R3 understand the detail of an argument – both explicitly stated and implied – in extended texts on a wide range of familiar general and curricular
topics, and some unfamiliar topics
10.R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
23
10.R7 recognise typical features at word, sentence and text level in a wide range of written genres, including some which focus on unfamiliar topics

10.W1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics
10.W3 write with grammatical accuracy on a range of familiar general and curricular topics
10.W5 develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
10.W8 communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics

10.UE3 use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide
range of familiar general and curricular topics
10.UE4 use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics
10.UE14 use a variety of prepositional phrases before nouns and adjectives
use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar
general and curricular topics
10.UE15 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 verbs on a wide range of familiar general and curricular topics
10.UE17 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

This unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the
year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free
to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives
throughout the year.    

Learningobjectives Suggestedteachingactivities Teachingnotes Learningresources

10.C9 use imagination to
express thoughts, ideas,
experiences and feelings
10.L1 understand the main
points in unsupported extended
talk on a wide range of general
and curricular topics, including
Discussing pros and cons of
immigration
Why do people immigrate?
Introducing the topic
To start the class write the word
IMMIGRATION on the board in a
Firstly, students will solve a simple
anagram to introduce the topic, which
should be followed by someintroductory
questions. You can also show some
newspaper images related to immigration,
preferably from the country you are in.
Task 1 asks students to discuss the
reasons that people emigrate and rank
Immigration Student worksheet
2. Internet links:
http://www.bbc.co.uk/news/uk-
30243472 - news article looking at
immigration statistics for
the UK
http://en.wikipedia.org/wiki/Immi
gration - Wikipedia page on
24

talk on a limited range of
unfamiliar topics
10.L2 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.S5 interact with peers to
make hypotheses about a wide
range of general and curricular
topics
10.R5 deduce meaning from
context in extended texts on a
wide range of familiar general
and curricular topics, and some
unfamiliar topics
10.R9 recognise
inconsistencies in argument in
extended texts on a wide range
of general and curricular topics
10.UE3 use a variety of
compound adjectives, adjectives
as participles, comparative
structures indicating degree, and
intensifying adjectives on a
wide range of familiar general
and curricular topics
jumbled order such as
GOMITRAIMNI
and ask students to unjumble the
word. When they have guessed the
topic, start by asking students some
general questions about immigration.
If possible, personalize to the country
you are working in. If you can, find
some newspaper articles about
migration and some photos of recent
migration stories where you are.
Starter:
(W)Teacher-led whole class
discussion of learners’ experience of
migration or moving.
Ask class to do a quick survey of how
many learners have moved within
Kazakhstan and/or between countries.
Apply the same question about
parents and grandparents.
Key questions for discussion
- Why are people moving today?
- What are the main reasons for
moving?
- Where did people move from and
to? How did they choose?
- Is this pattern the same as in the
past?
(P) Students will be asked to discuss
them in order. Task 2 is a creative writing immigration
task and Task 3 asks students to http://www.theguardian.com/flash
empathise with immigrants to their own /0,,1690291,00.html - interactive
country and to write a postcard home map showing immigration trends
telling their friends how they are settling in the UK
in. There is a discussion
activity and Task 4 requires students to Student worksheet:
imagine they are going to be evacuated to https://www.teachingenglish.org
Britain. .uk/sites/teacheng/files/Immigrat
ion%20student
%20worksheet.pdf
Encourage the groups to discuss
amongst themselves and do stress that it
doesn’t matter if the members of the
group
don’t always agree with each other. Make
it clear that students can also add their
ideas
to the list.
When they have finished, join groups
together to compare their ideas.
Reference for definitions:
25

10.UE4 use a wide variety of
determiners and pre-determiner
structures on a wide range of
familiar general and curricular
topics
10.UE15 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
http://www.macmillandictionary.c
in groups and then formulate a
om/open-
definition for migration, immigration,
Differentiation dictionary/latestEntries.html
emigration, refugees.
If some learners are not able to formulate
They will probably come up with
definitions for the terms, teacher provides
many ideas which you could write up
given link to scaffold learners.
on the board. At this stage you may
need to help students with new
vocabulary. Try to think about how
you will explain the new vocabulary
before you go into the class. Discuss
their ideas as they appear depending
on how much time you have. Then
ask students to try to rank the ideas in
order from the most to the least
important.
Reading
Reading http://www.headsupenglish.com
Teacher starts reading activity with /index.php/upper-intermediate-
warm up questions students/upper-intermediate-
(P/W)Do you agree or disagree? news-lessons/upper-
Why? intermediate-culture-
lessons/251-want-to-emigrate
 I would want to live in a foreign
country for a year or two.
 I would want to live in a foreign
country forever.
 People shouldn't emigrate these
days. It's better to stay home.
 Most people around the world
would prefer to live in the US.
 There will likely be more
immigration around the world in
the future.
26
Listening
Pre listening Listening
Teacher starts listening activity with http://www.esl-
warm up questions lab.com/customs/customrd1.htm
(P/W)
Finding discount plane tickets and
cheap tours is only the first step to
traveling abroad. Once you arrive at
your destination, what things would
you expect to do when passing
through immigration and customs in a
foreign country?

While listening (I)

Students listen to the recording and
answer the questions. 

Post listening (P/I)

Vocabulary activities: Students
practice vocabulary according to the
recording. Review the key vocabulary
from the conversation

Discussion (W/P)
What advice would you give a friend
when preparing to pass through an
airport in your country (e.g. what
documents should you have ready,
can you buy souvenirs at the airport,
where you need to go to find public
transportation into the city, etc.)?
What things can you carry on the
27
airplane and what are the size
requirements?

Writing
Student worksheet:
Send a postcard home https://www.teachingenglish.org
.uk/sites/teacheng/files/Immigrat
This is a task, which requires your ion%20student
students to empathise with immigrants %20worksheet.pdf
to their country. If you are able to, ask
your students in advance to bring in a
postcard of their town/ city in order to
really write a postcard home. You
could decide with your group where
‘home’ was. Alternatively you could
buy some postcards to give out to
your students or use the postcard
template provided. This task will need
a lot of preparation so that the
students can attempt to put themselves
into the shoes of the immigrants in
their country

Speaking Four corner debate activity: Teacher Immigration discussion cards

(W) Teacher introduces four-corner
debate activity.
Teacher writes a statement on the
board that will elicit a reaction from
students, such as, "People should stay
and live in the country where they are
born." *
Writing (I)
makes four signs: Agree, Disagree, https://www.teachingenglish.org
Strongly Agree, and Strongly Disagree. .uk/sites/teacheng/files/Immigrat
Teacher posts one sign in each corner of ion%20discussion%20cards.pdf
the room. Students move to the corner
with the sign that most closely matches
and reflect their opinions, without any
discussion or verbal response. Teacher
allows the students time, approximately
five minutes, to discuss their reactions
28

10.C1 use speaking and
listening skills to solve
problems creatively and
cooperatively in groups
10.C5 use feedback to set
personal learning objectives
10.L6 deduce meaning from
context in unsupported
extended talk on a wide range
of general and curricular topics,
including talk on a limited
range of unfamiliar topics
10.S1 use formal and informal
language registers in talk on a
wide range of general and
curricular topics
10.S7 use appropriate subject-
specific vocabulary and syntax
to talk about a range of general
and curricular topics
10.R3 skim a range of lengthy
Set the scene for the task by telling
your students to imagine that when
they arrive home tonight their parents
tell them the news that their family is
going to emigrate to Britain.
If your students know about a specific
city or part of the country from
previous lessons you could state
exactly where they’re moving to.
Ask students to fill in the table with
their thoughts and plans as if they
were going to move permanently to
the UK.
Expressing opinions about gender
equality issues
The Gender Gap
Activity 1
Teacher displays the mind-map with
the following words around the blank
central topic, students tell their ideas
about what the central topic is (W):
Discrimination
Double standards
Earn
Gap
Illiterate
Rights
Maternity leave
Promotion
and opinions. * A spokesperson from
each group reports its opinions. Each
group should be allowed equal time (1-3
minutes). Teacher opens the floor to
debate and discussion. * Teacher allows
students who have changed their opinions
to change corners. * Students are invited
to explain any changes in opinion as a
result of the debate
http://www.onlinelanguageacade
In this lesson learners will be talking
my.com/en/blog/conversation-
about Gender Equality, and looking at
class-gender-equality.htm
how to correctly use the verbs expect /
want / need / would like.
Before students make assumptions about
the topic make sure that they are familiar
with all related vocabulary.
Encourage students to share ideas by
asking questions related to each notion,
such as: Listening:
Who usually suffers from discrimination?
How long should maternity leave ideally http://www.onlinelanguageacade
last? Why? my.com/en/blog/listening-
29
texts with speed to identify
content meriting closer reading
on a range of general and
curricular topics
10.R7 recognise patterns of
development in lengthy texts
[inter-paragraph level] on a
range of general and curricular
topics
10.W1 plan, write, edit and
proofread work at text level
independently on a range of
general and curricular topics
10.W3 write with grammatical
accuracy on a range of familiar
general and curricular topics,
10.W8 communicate and
respond to news and feelings in
correspondence through a
variety of functions on a range
of general and curricular topics
10.UE7 use perfect continuous
forms and a variety of simple
perfect active and passive forms
including time adverbials … so
far, lately, all my life , on a
wide range of familiar general
and curricular topics
10.UE14 use a variety of
prepositional phrases before
nouns and adjectives
use a number of dependent
prepositions following nouns
and adjectives and a variety of
prepositions following verbs on
Stereotype Do stereotypes influence promotion in exercise-like-a-girl.htm#ancla
career?
Ask students what is the possible
Activity 2 message of continual use of expressions
like this in everyday language to young
Pre-listening:
girls about how they should be thought of
Ask students how many times they in society?
have heard or used the expressions
run like a girl, throw like a girl or
fight like a girl. (W)
Let students read the instructions and
questions carefully before they listen.
Make sure students understand key
words.
While-listening:
Students watch the video and fill in
the gaps. (I)
Post-listening
Students discuss the follow-up
questions:
At what age does ‘like a girl’ become
something negative? Why? And who For grammar consolidation ask students
decides this?(W) to discuss or write how men and women
are typically expected to behave in Useful phrases:
30
a wide range of familiar
general and curricular topics
10.UE12 use a variety of
comparative degree adverb
structures with regular and
irregular adverbs; use a wide
variety of pre-verbal, post-
verbal and end-position adverbs
on a wide range of familiar
general and curricular topics
10.UE14 use a variety of
prepositional phrases before
nouns and adjectives; use a
number of dependent
prepositions following nouns
and adjectives and a variety of
prepositions following verbs on
a wide range of familiar
general and curricular
topics10.UE17 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
Grammar
Teacher presents grammar to use in
class:
Expect / Want / Need / Would like +
someone + to + verb
Speaking activity
Preparing for debates:
Tell students that they are going to
have debates about gender equality.
Ask them to write individually as
many ideas as possible about the ways
women suffer from gender inequality
in two minutes. Then give them two
more minutes to write the same ideas
about men. (I)
Tell students the topic of the debate:
Due to the change in women’s roles
in modern society, men are now the
ones suffering from gender
discrimination.
Divide students into two groups:
Group 1 – for the statement and
Kazakhstan. https://www.thoughtco.com/men-
Some more questions to be discussed in
and-women-equal-at-last-1210294
conversation:
Do women in your country earn less than
men for doing the same job?
Before starting the debates review
language used when expressing opinions,
disagreeing, making comments on other
person's point of view, etc.
In order to facilitate brainstorming write
one or two examples for both sides on the
board.
As students tend to get too emotional in
such kind of activities, it is better to set
strict rules that need to be followed
during the activity. For example,
respecting opponents’ point of view, no
interruption, speaking in turns and etc.
31
Group 2 – against statement. Give
them time to share ideas in groups.
(G)
Debates:
 Once students have prepared their
opening arguments, begin with the
debate. Each team has 5 minutes to
present their principal ideas.
 Have students prepare notes and
make rebuttal to the expressed
opinions. (G)
Feedback:
At the end of debate, take time for a
short focus on common mistakes. This
is important, as students should not be
too involved emotionally and
therefore will be quite capable of
recognizing language problems - as
opposed to problems in beliefs! (W)
Reading (optional):
Show students a quote of Emma
Watson, a famous actress, “fighting
for women’s rights has too often has
been synonymous with man-
hating.” Do you agree?
How does gender equality compare
While the debate is in progress, take
notes on common errors made by the
students.
Ask students whether men benefit from
gender equality, why or why not?
Teacher may modify the text according to
the level of students.
Reading
https://www.fastcompany.com/30
36289/strong-female-lead/yes-
gender-equality-is-a-mens-issue
Sources for extension and /or
consolidation:
http://www.absolutenglish.org/spi
p.php?article12
http://www.henry4school.fr/Civili
zation/man-woman/mw-lp-
wq.htm
https://www.theguardian.com/edu
cation/educationsgendergap
https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=
web&cd=4&cad=rja&uact=8&ve
32
 nowadays to when your grandparents d=0ahUKEwi644jwo9PTAhWCji
were your age?
wKHYeTBs4QFgg6MAM&url=h
ttp%3A%2F
%2Fwww.jkexchange.com%2F
%3Fact
%3Dcommon.download_act
%26file_path
%3DBGEGPw5gACFQZAwhCH
VRNQFmVjMGblU1ACdVKAd
DVmcFbFNhCWMEJQUcAW0E
aABwUCNUM1A8B2tQcVF6BC
kILARnBjY%253D%26bbs_seq
%3DUWdQNl9n&usg=AFQjCN
HAIIT5desTGfRClIk0Ez2LPmO
XNw

English Secondary Grade 10

Unit 3. Virtual Reality
Recommended prior knowledge
Previous knowledge of literature about fantasy worlds, and knowledge or experience of computer games will be useful for this unit.
Context
This unit uses the topics of imaginary countries and virtual gaming to develop the theme for the term of Other Worlds. This focus on the world of the
imagination recurs in the forthcoming units. The Virtual Reality theme provides opportunities for curriculum links to Psychology and Computer Science.
Outline
The suggested number of academic hours for the unit is 10-11 including revision and summative assessment. Learners develop listening, speaking,
reading and writing skills on the topic of imaginary countries and virtual reality in this unit. The grammar focus is on cleft sentences, -ly adverbs, and use
of present tenses. The vocabulary focus is on money, computers, affixation, adjectives and compound nouns. For learners’ safety, teachers should pay
attention to the theme “Safety: How to be safe from cyber bullying” and prepare some lessons using the following website:
33
http://www.safekids.com/tips-to-stop-cyberbullying/
http://www.deletecyberbullying.org/preventing-cyberbullying/
For learners’ safety, everyday classroom precautions ensure that safety measures are provided to prevent the exposure of electrical power cords, the room
is aired.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they
discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be challenged
and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your
learners. Suggestions are given below.

10.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
10.C4 evaluate and respond constructively to feedback from others
10.C5 use feedback to set personal learning objectives
10.C7 develop and sustain a consistent argument when speaking or writing
10.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

10.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics

10.L8 recognise inconsistencies in argument in extended talk on a range of general and curricular subjects

10.S3 explain and justify their own and others’ point of view on a range of general and curricular topics
10.S5 interact with peers to make hypotheses about a wide range of general and curricular topics
10.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics

10.R1 understand main points in extended texts on a range of familiar and some unfamiliar general and curricular topics
10.R2 understand specific information and detail in extended texts on a growing range of familiar general and curricular topics, and some unfamiliar
topics
10.R3 skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics
10.R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics,

10.W1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics
10.W4 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.W6 write coherently at text level using a variety of connectors on a range of familiar general and curricular topics

34
10.W7 use independently appropriate layout at text level on a range of general and curricular topics
10.W8 communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics
10.W9 punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy

10.UE1 use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar
general and curricular topics
10.UE2 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
10.UE4 use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics
10.UE9 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
10.UE15 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

This unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the
year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free to
choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives
throughout the year.    

Key Learning objectives Suggested teaching activities Teaching notes Learning resources

10.C1 use speaking and
listening skills to solve
problems creatively and
cooperatively in groups10.C7
develop and sustain a
consistent argument when
speaking or writing10.C9 use
imagination to express
thoughts, ideas, experiences
and feelings10.R1 understand
main points in extended texts
on a range of familiar and
some unfamiliar general and
curricular topics 10.R2
Introduction to the unit Put cut-outs with discussion questions Sample questions for
The impact of computer games on around the class and ask students to discussion:
mingle with a partner and discuss the
people  Why do people play video
questions from the cards. Encourage
In this part of the unit students will be learners to give extended answers and use games?
developing listening and speaking skills complex grammar and topical vocabulary.  What is the impact of the
in the context of computer games. video games on brain?
At the end of the discussion ask students to
guess the topic of the unit.  Do you think that playing
Pre-learning computer games has any
(P) Students work in pairs; they walk Activity 1 Students advantages for children? Why?
around the class and come up to the do not have to write long text regarding  Do you think computer
place with a question card. They are to their opinions, it is important for them to games make them more violent
discuss the questions. provide a few arguments and clarifications or help them to be less violent?
for their positions.
35
understand specific
information and detail in
extended texts on a growing
range of familiar general and
curricular topics, and some
unfamiliar topics
10.R3 skim a range of lengthy
texts with speed to identify
content meriting closer reading
on a range of general and
curricular topics
10.S4 evaluate and comment
on the views of others in a
growing variety of talk
contexts on a growing range of
general and curricular topics
10.S3 explain and justify their
own and others’ point of view
on a range of general and
curricular topics10.S5 interact
with peers to make hypotheses
about a wide range of general
and curricular topics10.W4 use
style and register to achieve
appropriate degree of formality
in a growing variety of written
genres on a range of general
and curricular topics10.UE4
use a wide variety of
determiners and pre-determiner
structures on a wide range of
familiar general and curricular
topics 10.UE9 use
appropriately a wide variety of
active and passive simple
Activity 1 Differentiation Less Why?
(I/P) Students are to write their attitudescapable students may be supported by  What types of computer
teacher while monitoring. Students may games are popular in
towards computer/video games in their
also include some illustrations depending Kazakhstan? Why?
notebooks. They will come back to their
on their preferences.  Can computer games be a
notes later to see if their opinions have
changed. Activity 2 part of our education and
learning? How?
Elicit answers from learners and write  Why computer games are
brief responses on the board. You are becoming more popular? What
likely to get disagreement on some is better in your view: virtual
questions: accept this, and simply write or physical communication?
Activity 2 differing responses. Why?
Pause every 3 minutes so that learners  What changes have you
(I/P/W) Tell learners that they will have time to make any extra notes and
noticed between the computer
watch a video with a Swiss brain check their answers.
scientist explaining how video games games in the last decade and
affect the human brain. Provide learners Differentiation This is built into the task these days?
with questions. Students should predict through the brainstorming, and through the
possible answers. pausing the video after every 3 minutes.
The prediction questions do not have This video of a talk from the
Play the video, and ask learners to make correct answers, and so learners can TED site is given by Professor
notes on each question. interpret these at different levels of Daphne Bavelier, and lasts for
Students in pairs check and compare language and cognition. A teacher may almost 18 minutes. TED is a
their predictions with the answers given design other types of tasks to check non-profit organization
by Professor. Open class discussion and listening comprehension. During the dedicated to spreading
feedback follow. discussion, some learners can be given important ideas. It contains a
transcript for support. Some learners can wealth of other searchable talks
(W, I)As an optional round-up activity, read the interview with Professor Bavelier which you may find of interest
ask learners to think of questions they or find out more about her research on her at other points in the school
would like to ask Professor Bavelier webpage and identify the meaning of year. In order to avoid potential
about her research. As a follow-up some unknown words from the tape script problems caused by internet
activity, students may role play the (see Learning resources column). connectivity, download this
interview with Professor, ask and video before the lesson:
answer the questions they prepared. http://www.ted.com/talks/daph
ne_bavelier_your_brain_on_vi
deo_games.html
36
present and past forms and
past perfect simple forms in
narrative and reported speech
on a wide range of familiar
general and curricular topics
10.UE15 use infinitive forms
after an increased number of
verbs and adjectives, use
gerund forms after a variety of
verbs and prepositions
Activity 3
(P/W) Students work with online
resources and search for other
scientist’s viewpoints regarding video
games. Encourage students to find
opinions that contradict with Professor
Bavellier’s point of view (some
negative impacts of video games)
Students should then report their
findings to the class, ask follow-up
questions and discuss different
viewpoints.
Plenary
Ask students to come back to the
paragraph they wrote at the beginning
regarding their attitudes towards video
games. Students should reflect and
write if their opinions have changed
after these series of lessons.
Listening questions:
1. What is the average age of a
video gamer?
2. What is her viewpoint about
playing video games?
3. What are are the effects of
video games on our eyesight?
4. What is the effect of video
games on our attention span?
5. What is the effect of video
games on our ability to switch
from one task to another?
6. What is multimedia tasking?
7. Are good multimedia taskers
also good multitaskers?
8. What connection does Prof
Bavelier make between
drinking wine and playing
video games?
9. What application of her
research for education does she
show?
10. What does she mean by the
‘broccoli side’ of video games?
11. What does she mean by the
‘chocolate side’ of video
games?
12. Who needs to come
together for these two sides to
37

10.C1 use speaking and
listening skills to solve
problems creatively and
cooperatively in groups
10.C4 evaluate and respond
constructively to feedback
from others
10.C5 use feedback to set
personal learning objectives
10.L1 understand the main
points in unsupported extended
talk on a wide range of general
and curricular topics, including
talk on a limited range of
unfamiliar topics
10.S5 interact with peers to
make hypotheses about a wide
range of general and curricular
topics
10.S7 use appropriate subject-
specific vocabulary and syntax
to talk about a range of general
and curricular topics
10.R1 understand main points
in extended texts on a wide
range of familiar and some
unfamiliar general and
curricular topics
10.R2 understand specific
information and detail in
extended texts on a range of
familiar general and curricular
topics, and some unfamiliar
topics
meet?
Creating and explaining a fantasy English in Mind 5, Unit 3
country (geography, laws, economy, Other Worlds, p. 26.
industry)
In this part of the unit students will be
able to develop skills of reading for gist
and detailed reading in the context of
“Imaginary country”. They will also
have practice at speaking through
presenting a project about their own
country.
Circulate and help with difficult
Pre-learning vocabulary. Listen to some of their ideas
(W/P) On the board write the word in open class and write any interesting
“government” and questions: vocabulary on the board.
 Who is it?
 What is it?
 Why do we have one?
Divide the class into small groups and Pre-teach: Independent state, constitution,
ask them to answer the questions about interest rates, mugging, hugging, and
the government in their country. democracy.
Activity 1
Before students begin doing reading task
(I/P/W) Tell students they are going to you may elicit the reading strategy they
read about a man who tried to start his use for each type of task (skimming or
own country. Students skim through the scanning).
text quickly to see which of their ideas Differentiation
are mentioned. Tell them not to worry
about difficult words but to concentrate You may differentiate the task by giving
on the task. Discuss their findings with different number of questions to students
a partner. depending on their abilities.
Tell students they have to match the Activity 2
questions with the paragraphs (p.27)
38
10.W4 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.UE1 use a variety of
abstract compound nouns and
complex noun phrases on a
range of familiar general and
curricular topics, and some
unfamiliar general and
curricular topics
10.UE4 use a wide variety of
determiners and pre-determiner
structures on a wide range of
familiar general and curricular
topics
10.UE15 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
Students read the text again and listen
marking the statements T (true) or F
(false), p.27.
Activity 2
(W) Students are shown questions on
the board related to the topic. They are
to go around the class and answer each
question with a new partner.
Activity 3
(G/W) Project Work.
Divide students into groups of three and
tell them that they are going to create
their own fictional country.
Show students necessary things they
need to come up with. Introduce the
criteria and time limit for preparation.
(G) Students are to create a conceptual
map (A3 poster) of their country
including all information.
Each team is to prepare three
comprehension questions about their
countries for other groups.
Give students assessment criteria and go
through each criterion together with the
class
Monitor and check students’ work to
provide support and assistance.
Encourage students to work
collaboratively, use complex grammar Alternative. Creating a fictional world
Encourage students to give extended
answers, provide explanation and
justification to each point they make. Have
open class discussion and feedback.
Activity 3 Suggested
assessment criteria for the project:
1. Create such aspects of a country like:
Name, citizens, flag and anthem, language, fictional world; to play a
rules and punishment, currency…
2. Provide explanation and justification for fictional world; to watch a film
each aspect of a country: What is it like?
Why 3. Accurately use a variety of
simple structures in speech 4.
Accurately use some complex structures in
speech 5. Prepare and ask relevant
questions about the fictional country
6. Interact and communicate with other
team members only in English during the
preparation 7. Each
team member should make equal
contribution to the project
8. A conceptual map of a country should
include all the information presented
Sample questions for
discussion:
1. What do you prefer and
why? To read a book about a
computer game about a
about a fictional world;
2. What is your favourite
fictional world?
3. Do you think virtual worlds
have more negative effect on
people rather than positive?
4. Do you think it is difficult to
create a fictional world?
Would you be able to make
one?
Resource for creating a
fictional country:
http://www.wikihow.com/Mak
e-Your-Own-Fantasy-World
39
and topical vocabulary in their This is a relatively challenging task,
conceptually as well as linguistically.
presentations.
Learners will therefore need clear
(G) Each group is to present their guidance on their task at the beginning.
country and ask questions they prepared They will also need the plenary stages to
for other groups. Provide immediate help with ideas and provide feedback on
feedback to students’ presentations achievement and progress. Provide support
according to criteria. Give by sensitive grouping and attentive
recommendations for further monitoring.
improvement.
Differentiation is further built into the
activity through the following features:
Task design: learners can support each
Alternative. Creating a fictional other as they plan and produce their work.
world Outcome: You could set compulsory plus
Create your own country optional targets for weaker groups by
saying, for example, that they need to
(W, f) Brainstorm with learners what create fewer laws (say 5 laws or more,
they like about Kazakhstan and why, rather than 7).
and what they don’t like and why. Write
their suggestions on the board. Time allowed: this is flexible. Fast
finishers could create extra laws, deal with
(W, I, f) Use the notes on the board to extra categories (e.g. religious policy,
elicit learners’ views on what makes an immigration policy), or read about
ideal country. micronations in the links in the Learning
(W) Tell learners that the government of resources column.
Kazakhstan has been asked to create a Provision for different learning
new country in the Pacific Ocean. It will preferences: there is visual, auditory and
be the size of Almaty, and will consist kinaesthetic input and output in this task,
of about 50,000 people from all over the and scope for learners to play different
world. team roles (e.g. organiser, thinker, and
(G) Divide learners into small groups implementer).
and tell them that they will need to Make sure students use a wide variety of
complete a profile of their country on determiners and pre-determiner structures,
flipchart use appropriately a wide variety of active
40

10.C7 develop and sustain a
consistent argument when
speaking or writing
10.C10 use talk or writing as a
means of reflecting on and
exploring a range of
(W) Explain that they will need to: and passive simple present and past forms
and past perfect simple forms in narrative
1. Give the country a name.
and reported speech, use infinitive forms
2. Design a flag which represents the
after an increased number of verbs and
values of the country.
adjectives, use gerund forms after a variety
3. Describe the geography of their
of verbs and prepositions, use a variety of
country and draw a map.
prepositional and phrasal verbs, use a wide
4. Write 7 laws for the country and
variety of conjunctions in their answers.
provide an oral justification for each
law on flipchart.
5. Describe and justify the country’s
economic policy.
6. Explain how the political system of
the country will work.
7. Explain how the education system in
the country will work.
(G) Optional. Ask groups to swap their
projects and give oral feedback in the
form of a comment on one thing they
like about the country, and three
questions they would like to ask the
creators about their country.
(G, I, f) Ask the original creators to
view the feedback and provide a face-
to-face response with the reviewers.
(W, f) Provide whole class feedback on
learners; planning, teamwork and use of
Expressing and justifying opinion
about fantasy books and films (essay)
In this part students will develop the
skills of listening and writing in the
context of fantasy books and films.
41
perspectives on the world
10.L8 recognise
inconsistencies in argument in
extended talk on a range of
general and curricular subjects
10.S3 explain and justify own
and others’ point of view on a
wide range of general and
curricular topics
10.R3 skim a range of lengthy
texts with speed to identify
content meriting closer reading
on a range of general and
curricular topics
10.R5 deduce meaning from
context in extended texts on a
wide range of familiar general
and curricular topics, and some
unfamiliar topics
10.W1 plan, write, edit and
proofread work at text level
independently on a range of
general and curricular topics
10.W6 write coherently at text
level using a variety of
connectors on a range of
familiar general and curricular
topics
10.W7 use independently
appropriate layout at text level
on a range of general and
curricular topics
10.W8 communicate and
respond to news and feelings in
correspondence through a
variety of functions on a range
Pre-learning
(W) Tell students about a film you have
seen that involve fictional worlds. You may choose a film which your
Students should guess what film you are students have seen. It will engage them
describing. (It can be Avatar or Star more with the topic.
Wars)
(P/W) Students make a list of fictional
worlds from books/films. Then they
discuss whether they would like to visit
them or not and why. Listen to some of
their examples in open class discussion.
Activity 1 Activity 1
English in Mind 5, 2nd Edition,
(I/P) Listening. Students listen to Give the students time to read through the Student’s Book, Unit 2,
someone talking about the world of questions in Task 2. Play the recoding Fictional Worlds, p.28-29
Pandora form Avatar film. First they again while students choose the correct
should put the points in the order they option. Let them compare the answers in
are mentioned. Then students should pairs before checking them with the class.
listen again and answer the questions Activity 2
given in the second task.
Give students time to discuss in groups
and create a list of the aspects. Listen to
Activity 2 one representative from each group and
write their ideas on the board.
(G/W) Students work in groups of 3-4.
They should imagine that are able to Activity 3
visit Pandora. Ask students to discuss In this activity students should debate in
the following: Which aspects of the pairs which will allow each of them to
moon they would like most to practice skill of argumentative speaking.
investigate and learn more about? Monitor students’ work during the
Activity 3 preparation stage to provide support and
help with some ideas.
(G/P) Students work in 2 groups. They
are shown a statement on the board: Students may negotiate and decide at the
end of debates who the winner is. Some links on how to conduct
“In the future people will interact only debates in English lessons (for
42
of general and curricular topics
10.W9 punctuate written work
at text level on a wide range of
general and curricular topics
with a good degree of accuracy
10.UE2 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
10.UE9 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
through computers which will be Differentiation teachers):
connected directly to their brains. They
Group preparation before debates allows http://busyteacher.org/7245-
will sit in a computerized chair and
less capable students to build more conducting-class-debate-
work, play and socialize only in virtual
confidence before individual turn. essential-tips.html
worlds”
(G) One group should agree with the
statement and another disagrees. Give Activity 4 http://how-to-teach-
them a few minutes to prepare and In this part students will learn how to write english.ontesol.com/teaching-
organize their arguments in groups. speaking-skills-debates-in-the-
an academic opinion essay using a model
esl-classroom/
(P) After preparation, each student from essay. They will write their own essay
group one debates with a student from using assessment criteria.
another group. They present their It is important to check students’
http://csdf-
viewpoints and support them with comprehension while working with the fcde.ca/UserFiles/File/resource
arguments and explanations.
model essay. Students should also pay s/teacher_debate_guide.pdf
attention to coherent structure of an essay.
They should see how arguments are
Activity 4
connected with each other.
(I/P/W) Writing an argumentative Assessment criteria should be generated in
essay. accordance with learning objectives.
Students are given model argumentative
essay. They read the essay and complete Some links for model essays
some comprehension tasks to Differentiation and writing strategies:
understand the arguments presented in You may differentiate the task by giving http://ieltsliz.com/ielts-agree-
the text. students different word limit. disagree-essay-sample-answer/
Students are also to pay attention to: Students may also be given different
 structure of an essay model essays depending on the level of http://yourieltstutor.com/how-
 grammar structures students. to-write-the-agree-or-disagree-
 topical(academic) vocabulary essay-for-ielts-task-2/
 linking devices
 rhetorical questions
https://magoosh.com/ielts/ielts-
agree-disagree-questions/
(P/W) Have students discussed in pairs
43
what the main strengths of a model
essay and compare students ideas with http://yourieltstutor.com/sampl
your own.
e-ielts-task-2-essay-for-agree-
(I) Students should read writing or-disagree/
strategies and take notes. The feedback stage could be organized in
a form of two stars and a wish OR a
(W) Present the assessment criteria to teacher can design peer-review worksheet https://www.ieltsadvantage.co
students and discuss each criterion to which includes certain success criteria m/2015/08/05/agree-or-
make sure they are clear. (e.g. organization, ideas, grammar, and disagree-sample-essay-
(I) Students write their own vocabulary). technology/
“Agree/disagree” essay on one of the
following topics:
http://ielts.studyhorror.com/ielt
s-writing-agree-or-disagree-
“1. Virtual Worlds make children less essays
sociable.
2. Virtual Worlds develop students’ http://www.ieltsbuddy.com/ielt
creative skills” s-sample-writing.html

Alternative writing activity

Pre-learning
Write on whiteboard topic for IELTS
writing task 2: Some people say that
computers have made life easier and
more convenient. Other people say that
computers have made life more
complex and stressful.
(W)Let students discuss orally the
structure of this type of the essay as a
whole class.
(G) Students should state a thesis and http://www.ielts-
three topic sentences for this essay. mentor.com/writing-
Then they swap and evaluate each sample/writing-task-2/268-
44
other’s ideas and provide feedback. ielts-writing-task-2-sample-42-
(W, I, G, P, f) Provide learners with the computers-have-made-life-
handouts (samples) printed from the site easier-and-more-convenient
given in Learning resources. Use given http://ieltsliz.com/ielts-writing-
samples for the group or pair for Differentiation: task-2/
analysing, discussing and conducting
feedback. Depending on students’ abilities they may
complete this task in written form.
Plenary: Outline the essay structure
Revisit the success criteria.
(f) Students write their own essay on
given topic related to Virtual world that
might be written on whiteboard. (ex.
Some people regard video games as
harmless fun, or even as a useful
educational tool. Others, however,
believe that video games are having an
adverse effect on the people who play
them. In your opinion, do the
drawbacks of video games outweigh the
benefits?)
Plenary
(P/G) Plenary Dice.
Students work in pairs and throw the
dice. According to the number they
have on a dice they reflect on the work
they have done. Plenary dice link:
https://www.tes.com/teaching-
resource/the-plenary-dice-
6060598

45
 English Secondary Grade 10
Unit 4.Out of This World
Recommended prior knowledge
This unit develops the content theme of Out of This World, which learners can learn about in English in Mind 4. Previous knowledge learners have
about planets or about Russian or American space missions will be useful.
Context
This unit uses the topic of Out of This World to develop the theme of Other Worlds. This focus on Other Worlds recurs in other units of Grade 10,
particularly in units Virtual World, Legend or Truth. The topic of Out of This World in this unit provides opportunities for curriculum links to History,
Geography, Physics, and Astronomy while presentation on a topic.
Outline
The suggested number of academic hours for this unit is 10-11, including revision and summative assessment.
Learners develop listening, speaking, reading and writing skills on the topic of Out of This World in this unit. The grammar focus is on future tenses and
phrasal verbs. The vocabulary focus is on linkers and phrases with at. In the content focus learners develop all four skills and consolidate grammatical
and vocabulary knowledge at discourse level when they present information about Baikonur Cosmodrome, NASA space missions or Space weather. For
learners’ safety, teachers should pay attention to the theme “Safety: in case of meteor strikes” and prepare some lessons using the following website:
http://theweek.com/articles/467580/everything-need-know-about-meteor-strikes
http://www.erfm.eu/English/Meteorites/whatshouldyoudoi.html
For learners’ safety, everyday classroom precautions ensure that safety measures are provided to prevent the exposure of electrical power cords, the room
is aired.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they
discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be challenged
and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your
learners. Suggestions are given below.
10.C6 organise and present information clearly to others
10.C7 develop and sustain a consistent argument when speaking or writing
10.C9 use imagination to express thoughts, ideas, experiences and feelings
10.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

10.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics
10.L5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on
46
a limited range of unfamiliar topics
10.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics
10.L7 understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics

10.S2 ask and respond to complex questions to get information about a wide range of general and curricular topics
10.S3 explain and justify their own and others’ point of view on a range of general and curricular topics
10.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics

10.R2 understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics
10.R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
10.R8 use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

10.W1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics
10.W2 use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
10.W6 write coherently at text level using a variety of connectors on a range of familiar general and curricular topics
10.W7 use independently appropriate layout at text level on a range of general and curricular topics

10.UE2 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
10.UE7 use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life ,
on a wide range of familiar general and curricular topics
10.UE8 use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics
10.UE10 use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics
10.UE11 use a variety of reported statements and question forms on a wide range of familiar general and curricular topics
10.UE14 use a variety of prepositional phrases before nouns and adjectives use a number of dependent prepositions following nouns and adjectives and a
variety of prepositions following verbs on a wide range of familiar general and curricular topics
10.UE15 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 verbs on a wide range of familiar general and curricular topics
10.UE16 use a wide variety of conjunctions on a wide range of familiar general and curricular topics
This unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the
year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free to
choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives
throughout the year.    

47
KeyLearningobjectives
10.C9 use imagination to express
thoughts, ideas, experiences and
feelings
10.L5 recognise the attitude or
opinion of the speaker(s) in
unsupported extended talk on a
wide range of general and
curricular topics, including talk on
a limited range of unfamiliar
topics
10.L6 deduce meaning from
context in unsupported extended
talk on a wide range of general and
curricular topics, including talk on
a limited range of unfamiliar
topics
10.S2 ask and respond to complex
questions to get information about
a wide range of general and
curricular topics
10.S7 use appropriate subject-
specific vocabulary and syntax to
talk about a range of general and
curricular topics
10.R2 understand specific
information and detail in extended
texts on a range of familiar general
and curricular topics, and some
unfamiliar topics
10.R5 deduce meaning from
context in extended texts on a
Suggestedteachingactivities
Things You Didn’t Know About
Space
In this part of the unit students will be
introduced to the topic in engaging
way. They will also be practicing the
skills of listening, reading and speaking
in the context of “Space”.
Pre-learning
(W) Turn on the music (Anestic –
Music of the space) and ask learners to
close their eyes and imagine that they
are in the space. Afterwards, ask them
to share in pairs what they have drawn
in their mind. During their discussions,
learners should try to use sensory
descriptions when sharing their ideas.
You can ask them questions like the
following: What does it feel like in
space? What can you see? Do you hear
anything? What? Can you smell
anything? What does it smell like? Is
there any taste in the air?
Activity 1
(W/I) Tell students that they will play a
game, called `Bingo`, to check how
Teachingnotes
Encourage your learners to be creative
and use their imaginations in this
activity.
As a follow-up discussion you may ask
students they following questions:
1. Would you like to travel in space?
2. Do you like films and books about
space?
3. Would you like to become an
astronaut?
Differentiation
You may differentiate the task by
creating cards with words of different
levels. You may also conduct the game
in pairs so that students are more
Learningresources
http://busyteacher.org/6942-5-
ideas-how-to-teach-space.html
http://en.wikipedia.org/wiki/Cit
izen_science
If learners need support with
language, the Cambridge
Learner’s Dictionary
http://dictionary.cambridge.org
/dictionary/learner-english/ and
the Macmillan free online
dictionaryhttp://www.macmilla
ndictionary.com/ are reference
resources.
Online glossaries of space
terms such as http://amazing-
space.stsci.edu/glossary/
https://www.youtube.com/watc
h?v=GErgxdshOts
Space news
http://www.nss.org/news/menu
.html
48
wide range of familiar general and
curricular topics, and some
unfamiliar topics
10.UE2 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
10.UE7 use perfect continuous
forms and a variety of simple
perfect active and passive forms
including time adverbials … so
far, lately, all my life , on a wide
range of familiar general and
curricular topics
10.UE8 use a variety of future
active and passive and future
continuous forms on a wide range
of familiar general and curricular
topics 10.UE15 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
well they remember topical vocabulary
from previous years. Each learner gets
one 4x4 Bingo card that contains
definitions of the words in each square.
The students are also provided with
cards with the words. As soon as they
know how to play, they may be
distributed cards.
Allow no more than three minutes to
read all the words on the card.
Read a random definition from the list.
Allow about 10-15 seconds (or more, if
necessary) for students to search for the
word. Students search and cross out the
corresponding definition on their card
(please, note that there will be extra
definitions that do not correspond to
any of the words, you should still read
them). Continue until a student calls
out "Bingo!" Again, a student may call
out, "Bingo!" only if that student has
crossed off four squares in a row
horizontally, vertically or diagonally.
The first student with a Bingo is the
winner.
Activity 2
(W) Project (research) work.
Investigation about space.
Explain to the class that the purpose of
confident when choosing the answer on National space society
their cards. http://www.space.com/news/
Space.com
http://www.nasa.gov/news/inde
x.html
NASA
Space tourism
http://spacetourismsociety.org/r
esources/
Space Tourism Society
http://www.nss.org/tourism/
National space society
http://www.space.com/topics/s
pace-tourism/
Space.com
Space settlement
http://www.nss.org/settlement/
menu.html
Activity 2
National space society
Use visuals to introduce the topics and
http://www.space.com/3574-
to help learners choose.
orbital-outposts-bet-
It is important that learners keep to the
moonbase.html
10 slides per presentation rule, as a key
Space.com
learning skill at this stage in their
development is being able to present Space flight and citizen
information concisely in their own sciencehttp://www.space.com/
20995-space-hackers-
words.
spaceflight-science.html
Introduce learners to the websites in the
49
this learning sequence is for them to
find out more about space by doing
independent investigation.
(W) Introduce the four investigation
topics, space news, space tourism,
space settlement, and space flight and
citizen science.
(W) Explain or elicit the concept of
citizen science (see Teaching notes).
(W) Ask learners to choose the topic
they are most interested in. It doesn’t
matter if some topics are more popular
than others, provided that there is a
minimum of three learners per topic.
(W, G) Ask learners to form groups of
three based on their topic. This is
likely to mean that some topics may
have more than one group.
(W) Tell them that they must find
seven interesting pieces of information
from the internet on their topic, and
present this in PowerPoint or Prezi
format to their peers, using a maximum
of ten slides only.
(W) Emphasize the importance of
using their own words as far as
possible to present the information.
Tell learners that the learning focus is
on their ability to plan, organise their
work, and on their use of English in
Learning resources column, and tell Space.com
them that they can use a search engine http://blogs.discovermagazine.
to identify other sites and select ideas com/crux/2013/05/21/citizen-
from it. science-ventures-into-
Give learners time to rehearse their space/#.Ua2sg0CG30c
presentations. Make it clear that each Discover magazine
member of the group must present at http://zen-haven.com/citizen-
least 3 of the slides, and that they science-ventures-into-space/
should present clearly by keeping eye
Zen-haven.com
contact with the audience, speaking
clearly and audibly, allowing the http://www.eslpartyland.com/te
audience enough time to read slides, achers/listening/eval.htm for a
and inviting questions. form learners can use to
evaluate each other’s
Differentiation
presentations
Support is provided by the task design
(group work) and the time allocation;
learners can work at their own pace.
Fast finishers can investigate other
websites, or add extra facts to their
presentations.
Provide a task to focus learners while
they are listening to the presentations,
e.g. learners listen and think about the
following:
Which part/parts is/are clearly
presented?
Which part/parts could be clearer?
What questions do you want to ask?
50
explaining their seven interesting
pieces of information.
(G, f) Monitor and support as
necessary as learners prepare, draft,
edit and proofread their work. Take
notes on learners’ use of language.
You may wish to focus on a specific
area of use such as pronunciation of
vowel sounds or use of prepositions.
(W, f) When groups have finished
preparing, provide plenary feedback on
learners’ use of language.
(W, G, I, f) Ask learners to make their
presentation, and encourage learners to
comment on the clarity of the
presentations and to ask questions.
Activity 3
(P/W) Reading. Students work in pairs
and try to answer the questions about
the first man on the moon. Open class
discussion follows.
Tell students that they are going to read
an article from The Times about Neil
Armstrong. They will also learn more
about articles a/an and the.
(I/P/W) Give students task to read the
text and check their answers. Ask
Provide brief feedback in plenary of
learners’ presentation skills and use of
language.
New English File Upper-
Intermediate, Clive Oxenden,
Activity 3 Christina Latham-Koenig,
Oxford University Press, page
This is pre-reading task and students
should predict answers before reading 84, exercise1a
the article. You may also display the
picture of the first man on the moon and
ask students what they know about this New English File Upper-
moment in history. Intermediate, Clive Oxenden,
Christina Latham-Koenig,
Oxford University Press, page
84, exercise 1b
This task aims at giving students
practice at reading for main idea.
The book provides the record with
Armstrong’s words. You may play the
record or ask students to find it online.
51

10.C6 organise and present
information clearly to others 10.C7
develop and sustain a consistent
argument when speaking or
writing10.C10 use talk or writing
as a means of reflecting on and
exploring a range of perspectives
students to skim the text and find
information about the controversy
Differentiation
about Armstrong’s words. Open class
discussion and feedback follow. Depending on students’ abilities you
may prepare some sources for students
with articles about first man on the
(P/W) As a follow-up discussion moon.
students may discuss the controversy
about Armstrong’s words. They may
find and listen to his original speech
and discuss if he said “a” or not.
Activity 4
(G) Extension. Students work in
groups. They are to find some online
articles and websites with historic facts
about Neil Armstrong on the moon.
Each group should come up with at
least two facts.
(W) Afterwards students may create
group a post on the web, a poster or a
mind map with a heading like “10 facts
you didn’t know about the first man on
the moon”
A Sci-Fi Film Review
In this part of the unit students will get
practice at listening, reading, speaking
and writing in the context of space
missions and sci-fi films. Sample questions for Magic
This activity is aimed at activating
Pre-learning Box discussion:
students’ prior knowledge on the topic
52
on the world10.L1 understand the
main points in unsupported
extended talk on a wide range of
general and curricular topics,
including talk on a limited range
of unfamiliar topics10.L7
understand speaker viewpoints and
extent of explicit agreement
between speakers on a range of
general and curricular topics
10.S3 explain and justify own and
others’ point of view on a wide
range of general and curricular
topics
10.R8 use a wide range of
familiar and unfamiliar paper and
digital reference resources to
check meaning and extend
understanding
10.W1 plan, write, edit and
proofread work at text level
independently on a range of
general and curricular topics
10.W2 use a growing range of
vocabulary, which is appropriate
to topic and genre, and which is
spelt accurately
10.W6 write coherently at text
level using a variety of connectors
on a range of familiar general and
curricular topics
10.W7 use independently
appropriate layout at text level on
a range of general and curricular
topics
(G/W) Divide the class into 3 groups
and give each group a box with the
questions inside it. Let the first
volunteer choose a card, read that
question, and answer it, other students
in a group should listen and ask follow-
up question. Then next student picks
up a card and continues the discussion.
When students have finished, there is a
class feedback session.
(I) Refer students to the article about
NASA and SFF space organisations
Ask them to read the title and opening
paragraph of the text.
(I) Tell the students they are going to
read an article on space travel. Quickly
skim the rest of the article for its
general meaning, ignoring the missing
sentences and answer the question:
Why do NASA and the SFF have
different priorities?
(I/P) Ask your students to read the
article again and do gap-filling task.
Activity 1
(W, I, G, P, f) Learners investigate and
present information on either a NASA
space mission or Space weather, using
links from the NASA website as a
starting point. In the case of a Space
of Space travel.
Explain that this part of a newspaper or
magazine article often holds many clues
to the overall content of the piece. Ask
students to discuss its possible content
in pairs.
Differentiation
Have students checked and discussed
their answers in pairs first. It will give
opportunity to less able students build
confidence before open class discussion
and feedback.
Activity 1
As a back-up plan against internet
connection problems, it would be a
good idea to download information
about a selected number of NASA
missions and all the Space weather
FAQs onto a CD ROM or memory stick
and copy this information onto
computers.
1. Do you think you will ever
take a holiday in space?
2. Should governments spend
tax-payers' money on space
travel?
3. Why are there so many
satellites orbiting the Earth?
4. Will the general public be
able to go into space by 2015?
Why? /Why not?
Reading is from Objective FCE
Second Edition Student’s
Book, Annette Capel, Wendy
Sharp, Cambridge University
Press, Unit 10, p.64-65
NASA Missions index
http://www.nasa.gov/missions/i
ndex.html
Space weather FAQs
http://www.nasa.gov/mission_
pages/sunearth/spaceweather/in
dex.html#q7
53
10.UE8 use a variety of future
active and passive and future
continuous forms on a wide range
of familiar general and curricular
topics 10.UE10 use present
continuous and past continuous
active and passive forms on a wide
range of general and familiar
curricular topics
10.UE11 use a variety of reported
statements and question forms on a
wide range of familiar general and
curricular topics
10.UE14 use a variety of
prepositional phrases before
nouns and adjectives use a number
of dependent prepositions
following nouns and adjectives
and a variety of prepositions
following verbs on a wide range
of familiar general and curricular
topics10.UE16 use a wide variety
of conjunctions on a wide range of
familiar general and curricular
topics
weather investigation, they will It will be easier logistically if learners
probably need to investigate other use the same presentation tool, either
Brainshark
websites through a search engine in Brainshark or Jing.
order to find useful material. http://www.brainshark.com/
If you prefer, you can ask learners to
(I) Give learners time to look briefly at present their information in real time Jing
the NASA missions index and the 21 face to face. This is likely to be a more
http://www.techsmith.com/jing
Space weather FAQs on the NASA time-consuming option, and would
.html
website. involve an additional lesson.
(W) Explain that they will work in Provide support by sensitive pairing so
pairs to present information about that learners can support each other.
either a NASA mission of their choice Monitor pairs to provide support.
or to answer a FAQ of their choice Fast finishers can investigate other
about Space weather using a websites, or add extra facts to their
presentation tool such as Jing or presentations.
Brainshark.
(W) Explain that they will record this
information orally, and should talk for
a maximum of 3 minutes. They can add
visuals to their Jing or Brainshark
presentations, but should use minimal
text, as the challenge in the task is to
use their own words to describe and
explain content.
(W) Tell those pairs who choose the
Space mission that they should present
information under these headings:
What, Who, When, Where and Why,
and that they can choose the order in
which they use these headings.
(W) Tell the Space weather pairs that
54
they should use these headings What,
When, Why, and that again, they can
choose the order in which they deal
with each heading.
(P) Ask learners to choose their Space
mission or Space weather FAQ, and
ensure that there is no duplication of
topic.
(W) Tell learners that they have the
remaining part of the lesson and the
next 2 lessons to investigate their topic
and prepare their information.
(W, P, f) Monitor and support as
necessary as learners investigate and
prepare.
(W, P, f) Ask learners to post their
presentations on Brainshark or Jing for
homework.
(P, f) In the fourth lesson in this cycle,
ask learners to view 5 presentations or
more, and to identify and note briefly http://www.iflscience.com/spac
Activity 3
one point of interest in each e/how-accurate-martian-9-
presentation they see. Students watch one of the films in things-movie-got-right-and-
English; it should be given as a home wrong
(W) Elicit brief plenary feedback at the
task for students on previous lesson:
end of this lesson on points of interest http://www.nasa.gov/feature/ni
“Martian” or “Interstellar”.
emerging from the presentations. ne-real-nasa-technologies-in-
(W) Explain that the presentations are a the-martian
permanent resource for learners to Students need laptops and internet
access for searching information and http://www.theguardian.coim/fi
view and contact classmates about in lm/2015/oct/06/how-
reading given materials from links
55
case they have further comments or
questions.
Activity 3
Film analysis (“The Martian” or
“Interstellar” from different
perspectives (psychology, sociology,
economy)
(W) Prepare some comprehension
questions to ask students at the
beginning. Students should answer
them and demonstrate the
understanding of plot and vocabulary
from the film. You may also ask
students to briefly describe the main
characters.
Tell learners to work in groups
according to their subject interests
(psychology, sociology, economy), and
analyse one film which was given as a
home task from different perspectives.
They should read some information on
the Internet using laptops and they may
refer to their own notes on the unit and
their notes of the subject.
(G, f) Monitors as each group creates
an analysis on flipchart using
appropriate subject-specific vocabulary
given. Mind map, graphical analysis,
formulas, cluster etc. might be used for martian
better understanding during group work.
When analysis process finishes each
group should perform their results to the movie-ever.html for “The
whole class according to their
knowledge of the subject and respond to
some high order questions that peers or http://www.telegraph.co.uk/ne
teacher will ask them.
Assessment criteria for writing should
be generated in accordance with
learning objectives and should include
criteria for grammar and vocabulary.
Differentiation
You may provide some students with a
sample review so as to give them a
model before writing.
scientifically-accurate-is-the-
www.space.com/30831-the-
martian-most-realistic-space-
Martian”
ws/science/science-
news/11236384/The-science-
of-Interstellar-fact-or-
fiction.html
http://time.com/3572988/interst
ellar-science-fact-check/
www.space.com/27701-
interstellar-movie-sciense-
black-holes.html for
“Interstellar”
English in Mind 5 2nd edition
Objective FCE 2nd edition
Learners will also need to refer
to their own notes on the unit.
56
and syntax.
(W, G, f) Learners perform their group
work on flipchart, respond some high
order questions and receive brief
feedback from peers and teacher.
(I/W) Students should write a review of
a film trying to make it engaging for
those who haven’t seen it. Have Suggested role cards for plenary:
students discussed the writing Biosphere ecologist, Comedian,
strategies for film review. Generate a Politician, Doctor, Teacher, Scientist,
checklist with students before writing a Psychologist, Builder, Cleaner, Cook,
review. Encourage students to include Multilingual interpreter, Sewer.
in their review illustrations with
interesting episodes.
Plenary
Set up a competition to decide which
six students will go on the first
spaceship to Mars. Every student takes
on the role of a 'vital individual’ and
gives a brief explanation as to why
they should go on the spaceship. For
example:
1) biosphere ecologist - to grow edible
food crops on Mars
2) comedian - to keep everyone
entertained in the absence of television
Encourage students to use their
imagination and have a class vote to
decide on the best ideas.

57
 English Secondary Grade 10
Unit 5. Stress and Fear
Recommended prior knowledge
The unit builds on language and content skills learners have been developing in Grade 10. Knowledge of and confidence with the use of past tenses and
adjectives will be particularly useful in this unit.
Context
This unit uses the topics of stress, fear, and loathing developing the theme of Emotions. This focus on the emotions has appeared in an embedded form in
units 2 and 7. The Stress and Fear theme provides opportunities for curriculum links to Psychology, Biology. Units 2,3,7 are closely linked to each other
thematically, and all the three units provide opportunities for curriculum links with other subjects. If appropriate in their particular teaching context,
teachers may find it necessary to deliver these units in an alternative order in order to take maximum advantage of such opportunities. For learners’
safety, everyday classroom precautions ensure that safety measures are provided to prevent the exposure of electrical power cords, the room is aired.
Outline
The suggested number of academic hours for this unit is 10-11, including revision and summative assessment.
58
Learners develop listening, speaking, reading, and writing skills based on the topics of stress, fear, and loathing in this unit. The grammar focus is on the
present and past tenses. The vocabulary focus is on adjectives that describe emotions.
For learners’ safety, teachers should pay attention to the subject of teenage stress management and prepare some lessons using the following resources:
https://www.healthychildren.org/English/healthy-living/emotional-wellness/Building-Resilience/Pages/For-Teens-Creating-Your-Personal-Stress-
Management-Plan.aspx
https://www.psychologytoday.com/blog/the-race-good-health/201402/5-tips-helping-teens-cope-stress
https://www.aacap.org/app_themes/aacap/docs/facts_for_families/66_helping_teenagers_with_stress.pdf
http://www.mcgruff.org/#/Videos
http://careersplay.com/how-to-deal-with-exam-stress-and-depression/
For learners’ safety, everyday classroom precautions ensure that safety measures are provided to prevent the exposure of electrical power cords, the room
is aired.
Key Learning Objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they
discuss what they have read.  Monitor to see if there are any learners with particular areas that need improving or any learners who need to be challenged
and adapt your lessons accordingly. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your
learners. Suggestions are given below.

10.C4 evaluate and respond constructively to feedback from others

10.C5 use feedback to set personal learning objectives
10.C7 develop and sustain a consistent argument when speaking or writing
10.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

10.L2 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.L3 understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
10.L4 understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics
10.L5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a
limited range of unfamiliar topics

10.S1 use formal and informal language registers in talk on a wide range of general and curricular topics
10.S3 explain and justify own and others’ point of view on a wide range of general and curricular topics
10.S4 evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics
59
10.S5 interact with peers to make hypotheses about a wide range of general and curricular topics
10.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics

10.R1 understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics
10.R2 understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics
10.R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
10.R7 recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics

10.W1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics
10.W2 use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
10.W3 write with grammatical accuracy on a range of familiar general and curricular topics
10.W6 write coherently at text level using a variety of connectors on a range of familiar general and curricular topics
10.W7 use independently appropriate layout at text level on a range of general and curricular topics

10.UE1 use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar
general and curricular topics
10.UE2 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
10.UE4 use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics
10.UE7 use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on
a wide range of familiar general and curricular topics
10.UE9 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
10.UE12 use a variety of comparative degree adverb structures with regular and irregular adverbs; use a wide variety of pre-verbal, post-verbal and end-
position adverbs on a wide range of familiar general and curricular topics
10.UE15 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
10.UE16 use a wide variety of conjunctions on a wide range of familiar general and curricular topics

This unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the
year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free to
choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives
throughout the year.    

60
Key Learning Objectives
10.C5 use feedback to set personal
learning objectives
10.L2 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.S7 use appropriate subject-
specific vocabulary and syntax to
talk about a range of general and
curricular topics
10.R1 understand main points in
extended texts on a wide range of
familiar and some unfamiliar
general and curricular topics
10.R2 understand specific
information and detail in extended
texts on a range of familiar general
and curricular topics, and some
unfamiliar topics
10.W2 use a growing range of
vocabulary, which is appropriate
to topic and genre, and which is
spelt accurately
10.W3 write with grammatical
accuracy on a range of familiar
general and curricular topics
10.UE1 use a variety of abstract
compound nouns and complex
noun phrases on a range of
Suggested teaching activities
Describing the symptoms of stress
Too much stress can affect our mood,
relationships, and school performance.
Pre-learning
(I) The teacher asks the students to
watch a video (the first 30 seconds) and
describe their feelings. What would the
students feel in this situation? The
teacher reminds the students to use the
vocabulary at page 69 (exercise 2a).
Activity 1
(P)Learners speak on the given topic:
How do you cope with stress?
Differentiation
More able learners discuss the following
questions:
 How do you think people react in a
life or death disaster situation?
 What do you do when you are on a
plane and the flight attendant starts to
explain the safety procedures?
 What would you do if you were in a
hotel on the 5th floor and the fire alarm
went off in the middle of the night?
Teaching notes Learning resources
While watching the video, learners
take notes about the specific details to
http://youtube.com/watch?
further develop the ideas.
v=CcVBkrNt-ls
Stimulate the learners to participate in
the discussion about overcoming or
stress. Your role here is to monitor https://www.youtube.com/wa
rather than correct as the task is tch?v=VQUv37Tl1qc
designed to encourage learners to
support each other as much as
possible. You will need to select English in Mind 5 2nd edition
materials from the Workbook Unit 9 Survival Instincts
according to your learners’ needs, as Student’s Book and
they are unlikely to be able to Workbook
complete all the Workbook tasks
http://www.englishcurrent.c
within the time available.
om/warm-ups/speaking-
Support
activity-giving-advice-esl/for
For Task 6 the ‘Speaking’ activity
a warm-up activity which
(English in Mind Student’s Book page
71), revise some structures for giving helps learners revise language
advice e.g. If I were you …, Why don’t for giving advice
you …, Don’t you think you should …
Polite English - How to give
For ‘Write’ task 8d (English in Mind advicehttps://www.youtube.
Student’s Book page 73), put learners com/watch?v=z6zNc7I0bi4
into pairs or groups and provide time
in class for them to brainstorm ideas
and to decide on a plan and structure
for their report/proposal.
Differentiation
Fast finishers in the ‘read and listen’
61
familiar general and curricular
topics, and some unfamiliar
general and curricular topics
10.UE4 use a wide variety of
determiners and pre-determiner
structures on a wide range of
familiar general and curricular
topics
10.UE9 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
Activity 2
(P/W) Learners are to discuss what a
‘fight or flight’ situation is. They should
come up with their own definition. After
they shared the ideas with the class
andwatched the video, teacher shows the
correct definition.
See the Alternative below for suggested
teaching activities which do not require
English in Mind
(W, I, G, P, f) Follow the suggestions in
Teacher’s Book pages 78-84 to help
learners to develop language and content
skills and knowledge.
(I) Learners write a paragraph
summarizing the obtained information
and their own ideas.
Alternative for Survival Instincts
Compare the Antarctic expeditions of
two teams which survived and one team
which didn’t
(W, I, f) Elicit from learners what they
know about the Antarctic, and what they
know about Scott, Amundsen and
Shackleton.
(W) Explain that learners will find out
more about their journeys by reading,
making notes, and reporting to other
groups on their findings.
(W, G) Divide the class into 3 groups.
activity 1c (English in Mind Student’s
Book pages 68 & 69) can write a
paragraph summarising the text.
Provide less capable learners with a
list of ideas they could include in their
reports/proposals for the ‘Write’ task
8d (English in Mind Student’s Book
page 73).
Tasks 4a and 4b ‘listen’ activities
(English in Mind Student’s Book page
70) help learners to understand
specific information in a listening text.
Learners listen to an interview on a
health programme and have to choose
the symptoms mentioned and they also
answer questions relating to the detail
of the interview. This is a challenging
task, and learners are likely to have
some difficulties in understanding
everything they read, and will
probably make language mistakes as
For fast finishers:
they discuss and make notes.
Your role here is to monitor rather Scott Polar Research Institute
than correct, as the task is designed to http://www.spri.cam.ac.uk/
encourage learners to support each
other as much as possible.
Differentiation: “Fight or flight”
https://www.youtube.com/w
Support and change are built into the
task design. The five headings are atch?v=mtRrxNTnyh8
relatively open-ended, and this allows
learners to deal with them at their own
level of language and thinking, and so
achieve success at their own level.
62

10.C4 evaluate and respond
constructively to feedback from
others
10.L3 understand the detail of an
argument in unsupported extended
talk on a wide range of general and
curricular topics, including talk on
a limited range of unfamiliar
topics
10.L5 recognise the attitude or
opinion of the speaker(s) in
unsupported extended talk on a
wide range of general and
curricular topics, including talk on
a limited range of unfamiliar
topics
10.S4 evaluate and comment on
the views of others in a growing
Assign Scott’s expedition to group 1,
Amundsen’s to group 2, and
Shackleton’s to group 3.
Support also comes from the group
(W) Ask each group to note down the task format, and from the teacher
following five headings: monitoring. Fast finishers will need an
 Background to the expedition extension task. One option here is for
 Preparation for the expedition them to read extra information about
 The expedition their explorer by using the links
provided. Another possibility is for English in Mind 5 2nd edition
 What happened afterwards Unit 9 Survival Instincts
them to read more about Scott at the
 What we found most interesting
Scott Polar Research Institute website Student’s Book and
about this expedition
(see Learning resources column). Workbook
Plenary
(W) Learners are to discuss the stories
which they have heard about survival
instincts.
Giving advice on how to reduce stress
The teacher prepares cards with
Pre-learning:
numbers 1-3, 3 boxes with three
FEAR TEST: mystery items that are scary to touch
(W) Learners pick a number 1-3 and (wet noodles, peeled grapes,
stand near the box that matches their something furry, etc.)
number.
(I) One by one, learners will put their
hand in the box matching their number.
Learners go back to their desk to
complete the fear test form.
Fear test form
E.g. 1. How did this activity make you
feel?
2. Describe the item you felt.
63
variety of talk contexts on a
growing range of general and
curricular topics
10.S5 interact with peers to make
hypotheses about a wide range of
general and curricular topics
10.R5 deduce meaning from
context in extended texts on a
wide range of familiar general and
curricular topics, and some
unfamiliar topics
10.W1 plan, write, edit and
proofread work at text level
independently on a range of
general and curricular topics
10.W3 write with grammatical
accuracy on a range of familiar
general and curricular topic
10.W7 use independently
appropriate layout at text level on
a range of general and curricular
topics
10.UE15 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
10.UE16 use a wide variety of
conjunctions on a wide range of
familiar general and curricular
topics
3. What do you think it was?
(G, P) Learners will discuss their form
results with other group members.
(learners with the same number)
The teacher reveals the boxes and shows
the hidden items tothe class.
Activity 1
Ask students to write some strategies
and advice in their copybooks to
overcome them. Walk around the room
to help them with some ideas.
After they finished, ask students to take
the sticker with the name of the phobia
with themselves and go to the next desk
to read the written advice and guess
which phobia it is. Each pair should
walk around all the desks and write the
names of phobias that they have guessed
according to the given advice. Finally
check the answers with a whole class.
Alternative
Group 1 makes a role-play based on the Groups are formed in accordance with
story. the level of education.
More capable learners are in charge of
Group 2 makes a picture chart with investigating the 1st topic.
possible different ending. Less capable learners are responsible
for researching the 2nd topic. managing stress at home
Group 3 makes the list of tips on how to The least capable learners will be http://www.healthline.com/he
deal with fear or overcome it. identifying the suggestions for the 3rd alth/stress-and-
Activity 2 topic. family#Familymeals4
(I, G, W) Learners will read the top 10 The teacher monitors the learners’
contribution into teamwork. If
64
handout for recommendations for necessary provides the least capable stress management
overcoming fears. Learners will choose learners with support to organize their
at least two recommendations that they work. https://www.youtube.com/wa
would like to apply to their own life and tch?v=0fL-pn80s-c
Possible answers to answer How do
fears. we respond to stress?
Ask learners to develop their ideas in the Physical:
table, answering the question: How do Rapid heartbeat
we respond to stress?
Dry mouth
Activity 3 Stomach-ache
(I, f) Preparation to writing an Article Shallow breathing
about Fears Sweaty palms
Queasiness
Students are told that they will write an
article about fears and phobias in Mental:
Kazakhstan. Their task is to think about Feeling overwhelmed
the focus of their article. Confusion
Part 1. Students are asked about the Anger
importance and features of good
questions. They need to draw a table
with two columns. In the first column
they will write what they know about
questions and in the second column they
will write ideas from the video.
Part 2. Students are told that they will
interview two people. They need to
make up at least three questions that will
help to write their article. Moreover,
they need to be reminded that this time
they will not use any other resources
except for the interview results and the
article that we gave them today (about
phobias).
Part 3. Students will show their
questions to their neighbours or the
65

10.C7 develop and sustain a
consistent argument when
speaking or writing
10.C10 use talk or writing as a
means of reflecting on and
exploring a range of perspectives
on the world
10.L4 understand implied
meaning in unsupported extended
talk on a wide range of general and
curricular topics, including talk on
a limited range of unfamiliar
topics
10.S1 use formal and informal
language registers in talk on a
wide range of general and
curricular topics
10.S3 explain and justify own and
others’ point of view on a wide
range of general and curricular
topics
10.R2 understand specific
information and detail in extended
texts on a range of familiar general
and curricular topics, and some
unfamiliar topics
teacher in order to understand whether
their questions are clear, good or not.
Plenary
Students list of the fears and decide the
following:
C – you can control it
M – you may be able to control it
CC – cannot control it
Analysing and describing phobias and
frightening situations
Pre-learning
Keeping your students in their pairs,
give each of them the name of a
particular phobia which is written on the
sticker.
1. arachnophobia (fear of spiders)
2. claustrophobia (fear of confined
spaces)
3. acrophobia- (fear of height)
4. trypanophobia (fear of injections)
5. aerophobia (fear of flying)
6. cynophobia (fear of dogs)
Ask learners to write some strategies and
advice in their copybooks to overcome
them. Rove around the room to help
them with some ideas.
After they finished ask students to take
the sticker with the name of the phobia
with themselves and go to the next desk
66
10.R7 recognise patterns of
development in lengthy texts
[inter-paragraph level] on a range
of general and curricular topics
10.W6 write coherently at text
level using a variety of connectors
on a range of familiar general and
curricular topics
10.UE1 use a variety of abstract
compound nouns and complex
noun phrases on a range of
familiar general and curricular
topics, and some unfamiliar
general and curricular topics
10.UE2 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
10.UE7 use perfect continuous
forms and a variety of simple
perfect active and passive forms
including time adverbials … so
far, lately, all my life , on a wide
range of familiar general and
curricular topics
10.UE9 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
10.UE12 use a variety of
comparative degree adverb
to read the written advice and guess
which phobia is it. Each pair should
walk around all the desks and write the
names of phobias that they think
according to the given advice. Finally
check the answers as a whole class.
Activity 1
This activity has 3 stations. If team Station 2 INTERNAL
teaching, one teacher can facilitate 10 fears that hold us
station while the other facilitates station backhttp://www.lifehack.org/
If teaching alone, you can leave the articles/communication/top-
instructions at the stations and move 10-fears-that-hold-back-
around to all of them to assist, or you life.html
can stay at one station and let learners
self-direct at the others.
(G, I, f) Learners stay with their groups Station 3 EXTERNAL
from the first activity and go, with their 10 most fearable
copy books, to one of the 3 stations: thingshttp://www.wonderslist
Station 1 - Draw your fear (Teacher .com/10-most-fearable-
leaves two examples). At this station, things/
learners will have 10 minutes to draw
their fear. It can be in a comical way or
even a dramatic way
Station 2 - Internal Fears – Top 10. If at
this station, the teacher will ask learners
to define internal fears. They will
discuss these fears as they review the top
10 list. Learners will then choose and
write down one internal fear they have
from the Top 10 list.
Station 3 - External Fears. If at this
67
structures with regular and
irregular adverbs; use a wide
variety of pre-verbal, post-verbal
and end-position adverbs on a
wide range of familiar general and
curricular topics
station, the teacher will ask learners to
define external fears. They will discuss
these fears as they review the top 10 list.
Learners will then choose and write
down one internal fear they have from
the Top 10 list.
Teacher reviews what learners
accomplished and asked for volunteers
to share their pictures.
(W, P) Learners can try to guess the
fears based on the drawings.
Activity 2
Learners are organised for role playing a
conversation between a psychiatrist and
a patient. A patient will complain about
the problems related to stress and fears.
A psychiatrist will support the
conversation giving the
recommendations how to cope with such
issues.
Activity 3
Each learner will write recommendations
for fighting stress and fears in different
situations for placing them on the wall.
Go around the classroom, read the
recommendations on how to feel less
stressed and check your answers.
Decide which is the best way and why.
Which is not helpful? Why?
Sample exit ticket
Rank the list below. Start with the least
68
 important. My internal fear(s) is/are …
Plenary My external fear(s)is/are …
Learners complete an exit ticket One important thing I’ve learned in
reflecting on the lesson and how it class today.____
connects to the unit theme.

English Secondary Grade 10

Unit 6. Imagination and Creativity
Recommended prior knowledge
This unit develops the content theme of imagination and creativity, which learners can learn about in unit 24 of Objective FCE. An interest in or
experience with creative activities or people, and any previous knowledge about creative people from work in other curriculum subjects will be useful
in this unit.
Context
This unit builds on the topics of creativity, creative people, and multiple intelligences to develop the theme of imagination and creativity. This focus on
creative people is present in stronger or more diluted forms in other units of Grade 10, particularly in units 1, 3, 4, 5, and 6. The topic of creative people
in this unit provides opportunities for curriculum links to all subjects, most notably First Language Literature, Integrated Second Language and
Literature, and Arts.
Outline
The suggested number of academic hours for this unit is 10-11, including revision and summative assessment.
Learners develop listening, speaking, reading and writing skills based on the topic of imagination and creativity. The grammar focus is on adverbs and
word order. The vocabulary focus is on collocations and words which are commonly confused.
For learners’ safety, teachers should pay attention to the subject of mental hygiene and prepare some lessons using the following resources:
http://www.businessinsider.com/how-to-take-care-of-your-mental-hygiene-2014-7
For learners’ safety, everyday classroom precautions ensure that safety measures are provided to prevent the exposure of electrical power cords, the
room is aired.
Key learning objectives
This unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the
year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free
to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives
throughout the year.    
69
10.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
10.C2 use speaking and listening skills to provide sensitive feedback to peers
10.C6 organise and present information clearly to others
10.UE12 use a variety of comparative degree adverb structures with regular and irregular adverbs; use a wide variety of pre-verbal, post-verbal and
end-position adverbs on a wide range of familiar general and curricular topics
10.C8 develop intercultural awareness through reading and discussion
10.C9 use imagination to express thoughts, ideas, experiences and feelings
10.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

10.L2 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.L3 understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
10.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics
10.L7 understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics

10.S3 explain and justify own and others’ point of view on a wide range of general and curricular topics
10.S4 evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics
10.S6 navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics
10.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics

10.R2 understand specific information and detail in extended texts on a growing range of familiar general and curricular topics, and some unfamiliar
topics
10.R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
10.R7 recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics
10.R8 use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

10.W1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics
10.W2use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
10.W3 write with grammatical accuracy on a range of familiar general and curricular topics
10.W4 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.W5 develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics

70
10.UE5 use a wide variety of question types on a wide range of familiar general and curricular topics
10.UE11 use a variety of reported statements and question forms on a wide range of familiar general and curricular topics
10.UE13 use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on
a wide range of familiar general and curricular topics
10.UE16 use a wide variety of conjunctions on a wide range of familiar general and curricular topics
10.UE17 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

This unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the
year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free
to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives
throughout the year.    

KeyLearningObjectives Suggestedteachingactivities Teachingnotes Learningresources

10.C1 use speaking and listening
skills to solve problems creatively
and cooperatively in groups
10.C9 use imagination to express
thoughts, ideas, experiences and
feelings
10.L2 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.L3 understand the detail of an
argument in unsupported extended
talk on a wide range of general and
curricular topics, including talk on
a limited range of unfamiliar
topics
10.S4 evaluate and comment on
Explain what inspiration is and where
it comes from 1
Pre-learning:
(G, W) Write “What is being creative?”
on the board, and ask your learners to
define creativity and what being creative
involves in small groups. Your learners
will probably come up with different
definitions, write up any repeated words.
Activity 1
UseEnglish in Mind 5 2nd edition Unit 10
Inspiration and Creativity Student’s
Book and Workbook
See Alternative option below for
Suggested teaching activities which do
not require English in Mind
You will need to select materials English in Mind 5 2nd edition
from the Workbook according to Unit 10 Inspiration and
your learners’ needs, as they are Creativity Student’s Book and
unlikely to be able to complete all Workbook
Workbook tasks within the time
available.
The Teacher’s Book is very helpful
and provides suggestions for
scaffolding tasks.
Additional suggestions
‘Read and Listen’ Tasks 1 b, c, d, e
(English in Mind Student’s Book
pages 74 & 75). This work could be
made more communicative by
dividing learners into three groups,
with each group reading about one of
the three people in the text and
completing questions relating to their
71
the views of others in a growing
variety of talk contexts on a
growing range of general and
curricular topics
10.S6 navigate talk and modify
language through paraphrase and
correction in talk on a range of
familiar general and curricular
topics
10.R2 understand specific
information and detail in extended
texts on a range of familiar general
and curricular topics, and some
unfamiliar topics
10.R5 deduce meaning from
context in extended texts on a
wide range of familiar general and
curricular topics, and some
unfamiliar topics,
10.W2 use a growing range of
vocabulary, which is appropriate
to topic and genre, and which is
spelt accurately
10.UE1 use a variety of abstract
compound nouns and complex
noun phrases on a range of
familiar general and curricular
topics, and some unfamiliar
general and curricular topics
10.UE5 use a wide variety of
question types on a wide range of
familiar general and curricular
topics
10.UE6 use a wide variety of
relative, demonstrative, indefinite,
quantitative pronouns and
(W, I, G, P, f) Follow suggestions in
Teacher’s Book pages 85-94 to help
learners develop language and content
skills and knowledge.
Plenary:
(I, P) Ask learners to make a list of ideas
how to be creative and then compare the Support
lists in pairs.
text. Learners could then be put into
new groups of three with one learner
from each of the original groups
forming a new group. They could
then exchange information about the
people they read about.
‘Listen’ Tasks 3 b & c (English in
Mind Student’s Book page 76). The
listening is quite long so it might be
a good idea to pause the recording
and allow learners to discuss their
answers in pairs at intervals.
Differentiation
‘Listen and Speak’ Tasks 6 (English
in Mind Student’s Book page 77).
Provide situations for less able
learners to help them to decide what
to draw and speak about.
‘Write’ Task 12 (English in Mind
Student’s Book page 80). Provide
support by sensitive pairing of
learners and by monitoring to help
with organising the poem.
This activity gives learners the
chance to explore and present on
topics independently. They are likely
to make language mistakes when
presenting information. This is a
necessary part of the learning
process, and provides diagnostic
assessment information for you and
for them on progress and
72
reflexive pronoun structures on a
wide range of familiar general and
curricular topics
10.UE14 use a variety of
prepositional phrases before
nouns and adjectives use a number
of dependent prepositions
following nouns and adjectives
and a variety of prepositions
following verbs on a wide range
of familiar general and curricular
topics
10.UE16 use a wide variety of
conjunctions on a wide range of
familiar general and curricular
topics
achievement.
https://www.youtube.com/watc
Alternative 1
h?v=_Np2XUTy_jE
Pre-learning If necessary, play the video twice or
(I, W) Students watch the video “Pure provide your students with the
Imagination”. Tell them that the word scripts.
which is often repeated in the video is
the lesson topic and ask them to guess it.
(IMAGINATION – the word is used 3
times)
Activity 1
(W) Prepare several different things (e.g. Differentiation
a watch, a fork, a pencil sharpener, a
stapler) which students should not see. Provide sentence starters and/or
Have 3 students sit in a circle facing vocabulary lists for less able learners
away each other. These students close and ask follow-up higher-order-
their eyes (e.g. with a scarf) and one by thinking questions to more able ones.
one touch a thing with only one finger.
After all the 3 students have touched it,
the teacher asks them to draw the thing
they think they have just touched
(without showing their picture to the
others. When all the three are ready, they
show their pictures to the others. The
other students tell who was closer to the
real object. Repeat the whole process
with another 3 students but give them
another thing to touch.
As a follow-up, ask the following
questions:
 Was it hard to guess the things?
Why Imagination Is So
 What did you feel when you
Important
touched a thing without seeing
https://www.youtube.com/watc
it?
h?v=90cfz2JHx1U
73
  Does imagination depend on our or
senses? 29 Ways to Stay Creative
 Can we live without https://www.youtube.com/watc
imagination? Why? Differentiation h?v=dbP-b0VzXuw

Provide a partially gapped script of

Activity 2
the video for less able learners and Video-lesson “What is being
(I)Variant 1.Students watch a video and
ask follow-up higher-order-thinking creative?”
report ideas which were mentioned.
questions to more able ones. http://film-
Variant 2. Studentslisten to the video
without watching it and report ideas english.com/2011/10/07/what-
which were mentioned. is-being-creative/
Alternative
Variant 3. First, students listen to the For an alternative refer to the video-
video without watching it, then watch How and where imagination
lesson “What is being creative?”. occurs in human brains
the video and report ideas which were Detailed instructions are provided at
mentioned. http://www.sciencedaily.com/r
the website. eleases/2013/09/130916162003
http://film- .htm
Activity 3 english.com/2011/10/07/what-is-
(I, W) Students read the text “How and being-creative/
where imagination occurs in human
brains”. In 5-7 minutes, the teacher
shows questions on the board. Students
should clap their hands if they think the
answer is YES. They should stand up if
they think the answer is NO.
1. Is this text about brain? ZainThe Orphan (Short Story)
2. Have the scientist found the answer http://www.write4fun.net/view
to the question about the place where -entry/157066
human imagination comes from?
3. Does Alex Schlegel think that this
work doesn’t show where imagination
comes from? Divide the text into several parts
depending on the time available and
4. Did the scientists use an
the abilities of your students.
experiment?

74
Activity 4
(G) 1) Students are asked to be silent and
prepare a pen / pencil and a copy book.
Students close their eye and listen to
some music for a minute or two. Then
they are asked to describe and / or draw
the image(s) that came up in their heads.
Students share their ideas.
2) Students are divided into groups and
are shown the first part of the story.
They discuss it in the groups for 2
minutes and suggest one idea to continue
the story. They share their ideas with the
others. So on till the end of the story.
3) Students write their own ending of the
story.
Plenary
Prepare different colour paper, glue, and
scissors. Give students 5 minutes to
create anything they wish. Then they
should think of a name and function of
this thing.
Alternative 2
Pre-learning:
Ask learners if they know any famous
artists and their paintings in the world
(in our country). Show the short
YouTube video.
Objective FCE 2nd edition Topic 24
Priceless or Worthless? and Writing
Folder 12 Student’s Book and
Workbook
10 Most Famous Paintings of
all Time”
https://www.youtube.com/watc
h?v=JrzBBJRO4VU
Objective FCE 2nd edition
Topic 24 Priceless or
Worthless? and Writing Folder
12 Student’s Book and
Workbook
The Teacher’s Book is clear and sets
out steps for dealing with the
material.
Support
Unit 24.1 Task 3 reading (Objective
http://www.letshavefunwitheng
FCE Student’s Book page 152).
lish.com/projects/country_film/
There is no first gist reading of the
worksheets/analyzing_picture.p
text. Task 3 is a read for detail task.
df for worksheets which help
Task 2 can be used as a gist task –
learners with language and
learners read the title and the
structure for talking about a
opening paragraph and decide what
painting.
they think the article is going to be
about, then read the article to check
if they were right.
Describing a picture
75

See Alternative option below for
Suggested teaching activities which do
not require English in Mind
Activity 1
(W, I, G, P, f) Follow suggestions in
Teacher’s Book pages 138-141 to help
learners to develop language and content
skills and knowledge.
Alternative
(W) Project a picture of Tobias and the
Angel, downloaded from the website in
the Learning resources column
(W, G, P, f) Ask learners to work in
pairs or groups of 3 and to discuss and
answer the following questions:
1. If you could jump into the painting,
what would you
see/hear/smell/touch?
2. Wherearethesepeople?
3. Provide 5 adjectives or more to
describe the landscape.
4. What do you think is happening?
Justifyyouropinion
5. What are the two people
doing/holding/wearing?
6. What might this tell you?
7. What can you say about these
https://www.youtube.com/watc
Unit 24.1 reading, vocabulary and
h?v=XQ9Mb2i5G7A
listening (Objective FCE Student’s
Book page 153). There is very little
ENGLISH LESSON -
speaking practice in the unit. You
Describing a picture
could supplement this by bringing in
https://www.youtube.com/watc
a number of visuals of famous
h?v=RRsQMx_H-yQ
paintings from different artists,
modern and established (e.g. Picasso,
FCE First Certificate Speaking
Monet, Hirst) and learners could
PART 2 (with useful
describe the painting and say
expressions/phrases)
whether they like them or not and
https://www.youtube.com/watc
why or why not.
h?v=2-EA4nqsNTQ
Writing Folder 12 (Objective FCE
Student’s Book pages 156 & 157).
Provide support for the writing task
(Task 3) by eliciting and checking
vocabulary relating to severe weather
conditions.
Differentiation
Unit 24.1 Task 3 reading (Objective
FCE Student’s Book page 152).
Provide challenge for more able
learners by getting them to make two
more multiple choice questions.
Writing Folder 12 (Objective FCE
Student’s Book pages 156 & 157).
Provide a glossary for less able
learners and support them by
discussing how to structure the
article.
There is useful background
information about the picture in the
Teacher’s Notes in the web link in
76

people?
8. Why do you think that?
9. If you could ask one of the people
one question, what would it be?
10. What more do you want to know or
find out about the picture? Why?
(W, I, f) Take plenary feedback from
learners. Encourage them to respond to
each other’s ideas and suggestions.
(W) Tell learners that for the moment
there are no right or wrong answers, and
that you will tell them more about the
painting later.
(W) Indicate a shift of focus by forming
new groups of 3. Explain that learners’
task is to decide what happened
immediately before the action in the
painting (scene 1), what they are talking
about in the scene of the painting (scene
2), and what happens afterwards (scene
3).
(W) Explain that each group must write
dialogues for each of the 3 scenes, with
lines also for a narrator, who should add
comments about the dialogue and the
story as appropriate.
(W, f) Brainstorm possible ideas for
each scene before learners start.
(G, f) Monitor and support as necessary
the Learning resources column on
the right. The story the picture tells is
explained in
http://www.takeonepicture.org.uk/pu Tobias and the Angel picture
b/pdf/notes_verrocchio.pdf download
http://www.takeonepicture.org.
uk/picture/previous_verrocchio
The questions are open-ended, as .html
they are designed to promote critical Tobias and the Angel
thinking: this means that learners can background information
contribute language and ideas at their http://www.takeonepicture.org.
own level, and everyone has a uk/pub/pdf/notes_verrocchio.p
chance of being successful. Accept df
all suggestions learners make, even if
you personally do not agree with Common eye conditions
them. Encourage them to justify their http://henshaws.org.uk/eye-
comments though reasoning or with conditions/common-eye-
evidence from the details in the conditions/
painting.
The brainstorming provides weaker Information about Braille
learners with ideas for content and http://www.duxburysystems.co
language. m/braille.asp
Differentiation
Support is present in the flexible
time limit, flexible outcome, and
group format of the task.
Weaker learners could take the role
of narrator. This may be less
demanding in some respects than
being one of the main characters, as
it requires less improvisation.
Challenge is also present in the task
through its open outcome.
77
while groups prepare their work. Make Fast finishers could cover the picture
notes on learners’ use of language. and take it in turns to remember and
share what they saw in it, or ask each
(W) Give learners time to rehearse their other questions about what they saw
dialogues. Make it clear that as far as in it.
possible they should do without reading
them aloud, but rather should keep eye
contact with each other and their
audience.

If learners wish to put key words of

stages in their dialogues on the board or
on paper to help them, encourage them
to do this.

(W, f) Ask learners to perform their

dialogues, and then elicit feedback on
language and content from the audience.

(W, f) Provide plenary feedback on

learners’ use of language.

(W) Tell learners the real story behind

the painting (see link in Teaching notes
and Learning resources column).

(W, f) Invite suggestions and comments

on the story (e.g. similarities between
learners’ ideas about the picture and the
real ideas).

(W, G, P, I, f) If there is sufficient

interest in the theme of blindness in the
story, learners can either find out more
about different eye conditions and/or the
creation of Braille (see Learning
78

10.C8 develop intercultural
awareness through reading and
discussion
10.L7 understand speaker
viewpoints and extent of explicit
agreement between speakers on a
range of general and curricular
topics
10.L8 recognise inconsistencies in
argument in extended talk on a
range of general and curricular
subjects
10.S2 ask and respond to complex
questions to get information about
a wide range of general and
curricular topics
10.R4 read a wide range of
extended fiction and non-fiction
texts on familiar and unfamiliar
general and curricular topics
10.R8 use a wide range of
familiar and unfamiliar paper and
digital reference resources to
check meaning and extend
understanding
10.W1 plan, write, edit and
proofread work at text level
independently on a range of
general and curricular topics
10.UE3 use a variety of
compound adjectives, adjectives as
participles, comparative structures
indicating degree, and intensifying
adjectives on a wide range of
resources column).
Creative people
Pre-learning
(G, W) Students read the quote by Prepare electronic or printed copies
Leonardo Da Vinci. They discuss the of Leonardo Da Vinci’s works to
quote in groups and share their ideas. hang around the classroom to inspire
Each group comes up with one idea. your students.
Elicit from them whose quote it might
Differentiation
be.
“Painting is poetry which is seen and Ask challenging follow-up questions
to more able learners and support
not heard, and poetry is a painting
less able ones with possible sentence
which is heard but not seen.”
starters.
Activity 1
Reciprocal Reading Reciprocal reading
Before the lesson, study the strategy
1) (G) Break the classroom into mixed-
of reciprocal reading and prepare http://www.adlit.org/strategies/
ability small groups. Explain that they
role cards for students describing 19765/
are going to read the text about
their role and reading strategy. You
Leonardo Da Vinci and his life using the Leonardo Da Vinci reading
may suggest a template for them to
special strategy they have never done
fill out http://learningenglish.voanews.
before. Provide students with reciprocal
reading job cards and reading bookmark. com/a/leonardo-da-
The teacher reads the first chunk to all vinci/114557.html
the small groups, modeling the
following four steps of reciprocal
teaching.
1. Prediction
Ask students to predict what they think
the reading may be about. Get them to
think about what is going to happen by
asking questions like a detective might
do.
2. Question
79
familiar general and curricular
topics
10.UE5 use a wide variety of
question types on a wide range of
familiar general and curricular
topics
10.UE11 use a variety of reported
statements and question forms on a
wide range of familiar general and
curricular topics
10.UE 13 use a growing variety of
past modal forms including must
have, can’t have, might have to
express speculation and deduction
about the past on a wide range of
familiar general and curricular
topics
Remind students to generate questions as
they listen and read. Remind them of the
three levels of questions:
 Right-There questions (answer in the
text)
 Between-the-lines questions
(inference needed)
 Critical Thinking questions (require
their opinion)
3.Clarify
As students listen and read remind them
to ask themselves what words and
phrases are unclear to them. Be sure
your students have dictionaries to look
for some unknown words.
4. Summarize
Students summarize verbally, within
pairs, and then share with their assigned
small group or record their summary and
read it aloud to their small group.
2) After you have modeled the previous
steps, students may continue working in
their small groups by silently or orally
reading the next sections of the reading
while conducting the four-step process.
Having finished each paragraph students
swap their roles clockwise.
Each small group could create a
semantic map with major points, new
words, phrases and ideas shared by each
group member in their notebooks.
3)Students evaluate the effectiveness of
the strategy and show if the strategy
helped them to understand better, learn
80
new words and analyse the text deeper
as well as summarizing and asking
questions. Yes – thumb up, No- thumb
down, Have doubts – horizontal
position.
Activity 2
(G) Working in small groups, learners
are to subdivide the words into different
categories (e.g. lines, shapes, styles)
(I) While watching the video about
Leonardo learners are given the task to
define the meaning of some of the words
and phrases from the video with their
own words or using words and phrases
from the video. Learners add new ideas,
words and phrases to their semantic map
about Leonardo Da Vinci. The video can
be watched twice if necessary.
(P) Students are shown a painting. Give
them 2 minutes to describe the painting
using the art vocabulary in pairs. Each
person should speak for 1 minute. Give
another minute to guess the name of the
painting and the author of the given
masterpiece. (Pablo Picasso, Girl before
a mirror). Elicit answers from pairs.
(I) Learners watch the video about Pablo
Picasso and the way he does art.
Learners are given an Artist’s Profile
and some questions they need to
concentrate their attention on while
watching.
Suggested vocabulary
Blurred, amorphous, biomorphic,
adoration, bright, broken, abstract,
cityscape, warm, Renaissance,
controlled, nebulous, dull, seascape,
primitive, curved, linear, interrupted,
thick, pale, grief, garish, straight,
flat, diagonal, distorted, multi-
coloured, love, geometrical,
geometric, meandering, freehand,
subdued, music, vertical, naïve,
calm, muted, classical, landscape,
seascape
video about Leonardo
https://www.brainpop.com/scie
nce/famousscientists/leonardod
avinci/
Pablo Picasso, Girl before a
mirror
https://www.moma.org/collecti
on/works/78311
Pablo Picasso
https://www.youtube.com/watc
h?
v=X59U4mUqWtw&ebc=ANy
PxKpbGtCwAkT4ZcAES2Bsh
CNA4l0Q2qud6hb2KmiqSNfL
Ayfig4oYwq6kVmzNbGWvL
1zco3HmLmGwOD6AZruY1_
3YktOBKA
81
 Nationality
Types of Art
Common
subjects

The first 3 ideas are given. Students have

to add some ideas from the video or their
own experience.
Questions:
1. What is shown in the film that helps
to identify Picasso’s nationality?
2. What different types of art did
Picasso create? This is a free writing activity, which
3. What were the common subjects of
means the teacher does not set any
Picasso’s art?
criteria and allows the students to it
themselves. You might want to
Activity 3 support less able learners by
discussing their writing plans with
(I) Ask your students to write for 10-20 them individually. Venn diagram
minutes based on the quotation http://www.readwritethink.org/
discussed in the pre-learning activity. files/resources/interactives/ven
n_diagrams/
Plenary
Ask students to create a Venn diagram
comparing Da Vinci and Picasso.

10.C2 use speaking and listening Multiple intelligences The multiple intelligences are: Multiple Intelligence Self
skills to provide sensitive feedback Assessment Test
to peers Pre-learning 1. Linguistic

82
10.C6 organise and present
information clearly to others
10.C7 develop and sustain a
consistent argument when
speaking or writing
10.C10 use talk or writing as a
means of reflecting on and
exploring a range of perspectives
on the world
10.L2 understand specific
information in unsupported
extended talk on a wide range of
10.L6 deduce meaning from
context in unsupported extended
talk on a wide range of general and
curricular topics, including talk on
a limited range of unfamiliar
topics
10.S2 ask and respond to complex
questions to get information about
a wide range of general and
curricular topics
10.S3 explain and justify own and
others’ point of view on a wide
range of general and curricular
topics
10.S7 use appropriate subject-
specific vocabulary and syntax to
talk about a range of general and
curricular topics
10.R4 read a wide range of
extended fiction and non-fiction
texts on familiar and unfamiliar
general and curricular topics
10.R7 recognise patterns of
development in lengthy texts
2. Logical-mathematical
(I, P, W) Give learners A4 papers + http://www.edutopia.org/multi
3. Visual-spatial
markers to complete a mind map about ple-intelligences-assessment
4. Interpersonal
creative people:
5. Intrapersonal
Who are they? What do they do? 6. Musical
Examples etc. 7. Bodily-kinesthetic
(W) Learners are to determine if creative 8. Naturalistic
people have a specific sphere.
(I) Learners take an online multiple The definitions can be found at the
intelligence test. end of the test. Click on the term and
it will reveal the definition
(I, P, W) Learners will be shown their
multiple intelligence range, pick the
dominant item (if two are the same then
they can use both) find the matching
term on the wall, under the term will be
the definition. )
(G, P) Learners will read the definition
of their intelligence. They can talk about
it with other people who share the same
intelligence.
(P, I, f) Learners are to discuss the ways
of improving themselves according to
the dominant intelligence.
Activity 1
(I, W) Learners are given a square with a
description of an object to act out which
they do not show to others. They are not
allowed to make sounds, only
movements. They should walk around
and interact with each other while acting
out their card. At the end, learners will
sit down. One learner will stand at a time
83
[inter-paragraph level] on a range
of general and curricular topics
10.W1 plan, write, edit and
proofread work at text level
independently on a range of
general and curricular topics
10.W3 write with grammatical
accuracy on a range of familiar
general and curricular topics,
10.W5 develop with support
coherent arguments supported
when necessary by examples and
reasons for a wide range of written
genres in familiar general and
curricular topics
10.UE5 use a wide variety of
question types on a wide range of
familiar general and curricular
topics
10.UE17 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
and the class will guess what/who they
are.
(I, P) Learners will choose 1 of 5
figures. They must decide as a class who
goes where. There must be at least one
person for each figure. Learners receive
one “Bodily-Kinesthetic People” chart
for their group/figure.
(I, P, W)Learners try to identify who
they are and what they do. Then they
watch a video where bodily-kinesthetic
people express their creativity with the
help of their bodies.
Learners discuss in groups and fill in
what they know about the people. They
watch the video compilation of bodily-
kinesthetic people and take notes about a
given person.
i. Misty Copeland (ballet)
ii. Zach LaVine& Aaron Gordon
(Slam dunk competition)
iii. Nadia Comaneci (Gymnastics)
iv. Gennady Golovkin (Boxing)
v. Jet Li and Jackie Chan (Acting
and Martial Arts)
They are to add to the chart about the
people they saw.
(P, I, f) Learners will receive a passage
about their figure to learn more about
them. They will use the information
gathered from the video and from the
reading to fill in their figure paper. They
should be creative with how they write
the information on this paper.
Bodily-Kinesthetic people
https://vimeo.com/156028089
Reading resources:
Misty Copeland
http://www.glamour.com/healt
h-fitness/blogs/vitamin-
g/2012/03/what-prima-
ballerina-diana-vis
Slam Dunk contest 2016: Zach
LaVine and Aaron Gordon
http://www.independent.co.uk/
sport/us-sport/national-
basketball-association/slam-
dunk-contest-2016-zach-
lavine-beats-aaron-gordon-to-
retain-title-after-historic-duel-
a6873576.html
Nadia Comaneci
http://www.biography.com/peo
ple/nadia-comaneci-9254240
Gennady Golovkin
http://www.mensfitness.com/tr
aining/pro-tips/in-the-ring-
84
(G, I, f) Teacher puts all 5 completed with-gennady-golovkin
figures in the same area (on the wall, on http://www.iboboxing.com/hea
a table, or on the board). Groups will Modify this task depending on the rtbreak_spearheads_gennady_g
read information from the figures on time available and the needs and olovkins_rise.html
their own and complete their charts for abilities of your students. It may be
all 5 people. anything from a paragraph to an Jackie Chan and Jet Li
essay. Include peer revision. Support
(I, P) Learners are to write about their http://movies.about.com/od/the
less able learners individually.
ideas for the following statement: forbiddenkingdom/a/forbidden
“Bodily-kinesthetic people are not as 041408.htm
intelligent as logical-mathematic people”
and support their answer with at least
two examples. Suggest that students make a creative
visual presentation (a collage, a 3D
object, a personal item). Otherwise,
Activity 2 ask them to make a Power Point or
Prezi presentation.
(I, W) Ask students to summarize all
they know about multiple intelligences
and create a list of things they would like
to know about their classmates (e.g., the
dominant intelligence, things a person
can do well, the subject he/she likes
most, the hobby, the challenges this
person faces, advice on how to develop a
certain type of intelligence).
Give students some time to prepare to
speak and answer the class questions.
Encourage questions and peer feedback.

Plenary
(W, P, I) Learners give examples about
famous people with the possible
dominant intelligence and prove their
ideas
85
86
 English Secondary Grade 10

Unit 7. Reading for Pleasure

Recommended prior knowledge
Learners have already read classic science fiction books or stories in Kazakh or Russian. They are also familiar with the plot structure. It is also
important to measure student’s Lexile level in order to choose the book appropriate to their level: https://lexile.com.
Context
This unit is related to the unit Virtual Reality and Out of This World. This unit provides opportunities for cross-curricular links with Literature.
Outline
The suggested number of academic hours for this unit is 10-11, including revision and summative assessment.Learners develop reading skills, and
consolidate vocabulary and grammatical knowledge through reading for pleasure. There are also opportunities for them to develop listening and
speaking skills if they share and discuss what they are reading.
For learners’ safety, everyday classroom precautions ensure that safety measures are provided to prevent the exposure of electrical power cords, the
room is aired.
Key learning objectives
Learners will be working towards most, if not all, the reading learning objectives here as well as some speaking and listening learning objectives as they
discuss what they have read. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be
challenged and adapt your lessons accordingly. Familiarize yourself with all of the learning objectives and decide which to work towards depending on
your learners. Suggestions are given below.
10.C2 use speaking and listening skills to provide sensitive feedback to peers
10.C3 respect differing points of view
10.C4 evaluate and respond constructively to feedback from others
10.C6 organise and present information clearly to others

10.S1 use formal and informal language registers in talk on a wide range of general and curricular topics
10.S4 evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics

10.R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
10.R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics
10.R9 recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics

10.W2 use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately
87
10.W4 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.UE5 use a wide variety of question types on a wide range of familiar general and curricular topics
This unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the
year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free
to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives
throughout the year.

Key Learning Objectives Suggested teaching activities Teaching notes Learning resources

10.C3 respect differing points of
view
10.C6 organise and present
information clearly to others
10.S1 use formal and informal
language registers in talk on a
wide range of general and
curricular topics
10.S4 evaluate and comment on
the views of others in a growing
variety of talk contexts on a
growing range of general and
curricular topics
10.R4 read a wide range of
extended fiction and non-fiction
texts on familiar and unfamiliar
general and curricular topics
10.R9 recognise inconsistencies in
argument in extended texts on a
wide range of general and
curricular topics
10.UE5 use a wide variety of
question types on a wide range of
familiar general and curricular
Decide how many lessons you will There are a variety of science-
spend on reading this story. fiction short stories and books
Pre-learning which you can choose with your ‘A sound of thunder’ by Ray
Discuss with students typical features students to read. Here presented an Bradbury.
of science-fiction books or stories. optional short story and activities http://www.eduplace.com/activity/p
They can work in groups or pairs and which you can conduct in your df/scifiction.pdf
http://www.shmoop.com/science-
make a list of the features. Then the class.
fiction/characteristics.html
whole class can compile the list
http://bookbuilder.cast.org/view_pri
together.
On this lesson we can teach some nt.php?book=52641
literary devices such as symbolism, If your students haven’t met these
irony, author’s mood and figurative literary definitions before it is Mrjost.weebly.com
language. necessary to teach them and
Ask leaners which literary devices provide examples from books,
they have already discussed in their stories or from movies and comics. https://literarydevices.net/irony/
Kazakh and Russian literature classes.
Encourage them to give definitions https://literarydevices.net/symbolis
and examples. m/
Ensure that students annotate the
Activities story while they are reading it.
Students can match definitions of Annotations are significant because
literary devices (symbolism, irony- readers can highlight important
88
topics situational, dramatic and verbal) with
their definitions. Some students may
come up with their own definitions.
Show the photo of the writer Ray
Bradbury, ask them if they have ever
read any of his books or stories before
(451 Fahrenheit, The Martian
Chronicles)
Switch on the sound of the thunder,
ask students to close their eyes and
visualize the scene and name the
things they associate with a thunder.
Teacher starts reading the beginning
of the story, students should follow it
and make annotations.
Pause after you read the sign (lines 4-
5). Underline the information that
seems unusual. Based on this
information, when do you think the
story takes place?
As you continue reading ask students:
Why do you think there is such a stiff
penalty for disobeying instructions?
When you read the names of the
presidents, pause and discuss the
symbolic meaning of their names
(Deutscher symbolizes fascist
Germany and Keith symbolizes
peace).
Encourage students read aloud and
discuss occurring questions and
unknown words.
information while reading, write http://mrjost.weebly.com/uploads/1
questions which later they can ask, /2/8/8/12884680/a_sound_of_thund
circle the words or parts of the er_-_text.pdf
story which they do not understand.
http://www.wikihow.com/Annotate
-a-Book
https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=w
eb&cd=6&cad=rja&uact=8&ved=0
ahUKEwip3frhl_PRAhWkBZoKH
XeACqgQFghCMAU&url=http
%3A%2F
%2Fwww.teacherweb.com%2FFL
%2FMiami-
DadeCountyPublicSchools
%2FAlexandriaMartin
%2FHomework-Sheet--A-Sound-
of-Thunder-Critical-
Thinking.docx&usg=AFQjCNHC
Mjoub30_v-
gPhNkwixspOMVLRw&sig2=LV9
These questions could be YZdsUGjmJStIsqW3GWA&bvm=
differentiated according to the bv.146094739,d.bGs
students’ abilities. All students
could be involved in the discussion https://quizlet.com/116336284/a-
of the plot. The other questions sound-of-thunder-questions-flash-
could firstly be discussed in small cards/
groups and then with the whole
https://www.enotes.com/homework
89
Possible questions for discussion: -help/topic/a-sound-of-thunder
class.
1. What are the penalties for
disobeying instructions? While reading and discussing bear
2. What did some people want to do if in mind to focus not only on the
plot of the story but also on the
Deutscher had won the election and
major theme and literary devices
why?
which could be identified in this
3. What does Travis tell Eckels is the story.
best way to kill a dinosaur?
4. Why do the men wear oxygen
helmets?
5. What is unique about the dinosaurs
that the men can shoot?
6. What does Travis make Eckels do
in order to go back with them?
7. What does Eckels learn about the
election?

Possible higher order thinking

questions for discussion:
1. Why does Travis kill Eckels?
Explain your answer.
2. Reread Bradbury’s description of
the T-Rex. What words and phrases
convey its terrifying force?
3. Would you visit the PAST if you
could? Why or Why not? Use support
from ‘A Sound of Thunder’.
4. What different meanings can you
give the story's title?
5. What is the main conflict in Ray
Bradbury's, "A Sound of Thunder"?
6. Describe what the main character,
Eckels, is like.
90

10.C2 use speaking and listening
skills to provide sensitive feedback
to peers
10.C3 respect differing points of
view
10.C4 evaluate and respond
constructively to feedback from
others
10.L8 recognise inconsistencies in
7. What theme, message, is Bradbury
conveying through this story? Cite
evidence to support your answer.
8. What is your opinion of the idea
that a single event can significantly
alter the way we live our lives?
After discussing questions divide
students into groups and ask them to
identify the examples of irony in the
story.
Students can also complete a plot
diagram (Exposition, conflict, rising
action, climax, falling action and
resolution). The first two stages you
can complete with students. The
diagram should be completed in
details.
Plenary
Which part of the story you find the
most interesting/surprising/disgusting
and why?
Ask students if they want to discuss
certain questions deeper.
Pre-learning If you have taught an essay www.csun.edu/~sab14883/619ve/...
Elicit the structure of an essay and the structure before, spend time on /sound_of_thunder.doc
ways how ideas could be organized in revision. If you haven’t, focus on it
during this lesson.
an essay. http://educationnorthwest.org/traits/
Introduction
Possible essay topics trait-definitions
Essay topics: 1) Hook (the aim of it – to interest
1. Because time travel is not possible the reader)
91
argument in extended talk on a
range of general and curricular
subjects
10.W2 use a growing range of
vocabulary, which is appropriate
to topic and genre, and which is
spelt accurately
10.W4 use style and register to
achieve appropriate degree of
formality in a growing variety of
written genres on a range of
general and curricular
(at least not currently), what message
do you think Bradbury is trying to
convey in "A Sound of Thunder"
when the death of the butterfly
drastically alters the future?
2. Most science fiction uses scientific
fact to speculate about what our
world will be like in the future; often,
it warns us about what may happen.
What is Bradbury’s warning in “A
Sound of Thunder”? Has man heeded
the warning? Explain with examples.
What in this story is still relevant
today? How accurate is the
prediction?
3. What “warnings” would you give
today regarding man’s actions in
relation to the environment and the
future? Consider specific current
events.
4. Ray Bradbury’s science fiction
story “A Sound of Thunder” begins
and ends in the year 2055. Compare
and contrast that society with our
own. How does the society of that
year change at the end of the story?
What events or actions cause this
change? Consider specific details
from the story.
Choose one topic from the list and
write an outline together with your
2) Thesis statement http://www.teachersfirst.com/single
.cfm?id=9052
Main body
Paragraph (1,2,3): Topic sentence;
Evidence; Transition;
Conclusion
Restate the thesis
Revisit the hook
The ideas could be organized from
big to small and vice versa, the rule
of three, chronological order.
Teachers can choose any essay
topics related to this book and make
up their own questions, but they
should bear in mind that all these
questions must be analysed in
advance. Teacher should also think
how s/he/ would answer to these
essay questions.
Provide additional support to the
students who are struggling, direct
them, ask additional questions
92
students.
Divide students in groups or pairs.
First of all, thoroughly analyse the
question and highlight the key words
in the question. Students working in
their groups should write an outline
of the essay: thesis, topic sentence 1,
topic sentence 2 and topic sentence 3
(depending on the number of the
paragraphs, could vary from two to
four). After that students read their
outline and other students evaluate it.
The end product is that students
together with a teacher create an
outline from the options suggested.
Students’ home task would be to
write an essay on one of the
suggested topics. Next lesson a
teacher should organize a lesson
where students review and edit their
essays. It could be organized as a pair
or group work. Next lesson would be
the writer’s workshop: teacher spends
with each student 7-10 and they
discuss the essay the student has
written; teacher provides detailed
feedback.
Plenary
Prepare self-assessment list where
students can assess their performance
during the discussions and writing
sessions. Teachercanalsocreate a
Can/Dochart.

93
Alternatives
You can also read science fiction
books with your students such as
Hunger Games, Maze Runner,
Divergent, Martian and others.
Follow the links and you will find
materials for your lessons
http://www.varsitytutors.com/englis
hteacher/hunger-games-lesson-
plans
http://www.lacoe.edu/portals/0/laco
e/jcs/hunger%20games%20curr.
%20guide.pdf
https://historytech.wordpress.com/2
013/10/09/8-hunger-games-lesson-
plans-resources-and-activities/
http://teacher.scholastic.com/resour
ces/hunger-games-for-teachers/
http://betterlesson.com/community/
document/1068220/the-maze-
runner-unit-pdf
https://www.teacherspayteachers.co
m/Product/THE-MAZE-RUNNER-
Unit-Novel-Study-James-Dashner-
Literature-Guide-1559979
https://www.teachingbooks.net/tb.c
gi?tid=16242#VocabularyList
http://www.bookrags.com/lessonpla
n/divergent/#gsc.tab=0
https://www.teacherspayteachers.co
m/Product/Divergent-Lesson-Plans-
Unit-Plan-for-Teaching-Divergent-
by-Veronica-Roth-1020633
http://study.com/academy/lesson/di
94
 vergent-novel-lesson-
plan.html#lesson

English Secondary Grade 10

Unit 8. Different ways of living
Recommended prior knowledge
The unit builds on language and content skills learners have been developing in Grade 10. Knowledge of and confidence with the use of time
expressions, and conditionals will be particularly useful in this unit, as will an interest in different ways of living.
Context
95
This unit uses the topics of solitary activities, group activities and downshifting to develop the theme of modern life. The focus on modern life has
appeared in an embedded form in every previous unit in the course. The theme of different ways of living provides opportunities for curriculum links to
the Social Studies, Literature, and Arts.
Outline
The suggested number of academic hours for this unit is 10-11, including revision and summative assessment.
Learners develop listening, speaking, reading and writing skills based on the topics of solitary and group activities and downshifting or motivation and
the importance of money in this unit. The grammar focus is on time expressions, mixed conditionals, and ‘used to’. The vocabulary focus is on work
and jobs, uses of get, and phrasal verbs with get.
For learners’ safety, teachers should pay attention to the subject of money safety and prepare some lessons using the following resources:
http://raisingchildren.net.au/articles/money_management_teenagers.html#modelling
http://www.parents.com/kids/responsibility/money-management/
https://kids.usa.gov/teens/play-games/money/index.shtml
For learners’ safety, everyday classroom precautions ensure that safety measures are provided to prevent the exposure of electrical power cords, the
room is aired.
Key learning objectives
This unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the
year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free
to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives
throughout the year.    

10.C3 respect differing points of view

10.C5 use feedback to set personal learning objectives
10.C6 organise and present information clearly to others
10.C8 develop intercultural awareness through reading and discussion
10.C9 use imagination to express thoughts, ideas, experiences and feelings

10.L2 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.L4 understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics
10.L5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk
on a limited range of unfamiliar topics
10.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of
unfamiliar topics
96
10.L7 recognise typical features at word, sentence and text level of a range of spoken genres
10.L8 recognise inconsistencies in argument in extended talk on a range of general and curricular subjects

10.R1 understand main points in extended texts on a range of familiar and some unfamiliar general and curricular topics
10.R3 understand the detail of an argument- both explicitly stated and implied - in extended texts on a wide range of familiar general and curricular
topics, and some unfamiliar topics
10.R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
10.R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics
10.R9 recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics

10.S3 explain and justify their own and others’ point of view on a range of general and curricular topics
10.S4 respond with flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics
10.S5 interact with peers to make hypotheses about a wide range of general and curricular topics
10.S6 link comments with flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

10.W1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics
10. W2 write independently about factual and imaginary past and future events, activities and experiences on a wide range of familiar general and
curricular topics
10.W3 write with grammatical accuracy on a range of familiar general and curricular topics
10.W4 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.W5 develop with support coherent arguments supported when necessary
by examples and reasons for a wide range of written genres in familiar general and curricular topics
10.W9 punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy

10.UE2 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
10.UE4 use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics
on a wide range of familiar general and curricular topics
10.UE6 use a wide variety of relative, demonstrative, indefinite, quantitative]of pronouns and reflexive pronoun structures on a wide range of familiar
general and curricular topics
10.UE8 use a variety of future active and passive and future continuous forms
10.UE10 use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics
10.UE 13 use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past
on a wide range of familiar general and curricular topics
10.UE17 use if / if only in third conditional structures; use a variety of relative clauses including with which [whole previous clause reference] on a
97
wide range of familiar general and curricular topics

This unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the
year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free
to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives
throughout the year.    

Key learning objectives Suggested teaching activities Teaching notes Learning resources

10.C5 use feedback to set personal
learning objectives
10.L2 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.L5 recognise the attitude or
opinion of the speaker(s) in
unsupported extended talk on a
wide range of general and
curricular topics, including talk on
a limited range of unfamiliar
topics
10.L8 recognise inconsistencies in
argument in extended talk on a
range of general and curricular
subjects
10.S3 explain and justify own and
others’ point of view on a wide
range of general and curricular
topics
10.S6 navigate talk and modify
language through paraphrase and
Discussing whether money brings
happiness
Pre-learning:
As a lead-in, ask students to continue the
sentence “If there were no money…”.
Activity 1
English in Mind 5 2nd edition Unit 8
Going It Alone Student’s Book and
Workbook
See Alternative option below for
Suggested teaching activities which do
not require English in Mind
(W, I, G, P, f)Follow the suggestions in
Teacher’s Book pages 70-77 to help
learners to develop language and content
skills and knowledge.
Alternative
(W) Show the learners the ‘candle
problem’ picture. You may need to check
Additional suggestions English in Mind 5 2nd edition
Unit 8 Going It Alone
For Discussion Box task and Task 2
Student’s Book and
‘Speak’ (English in Mind Student’s
Workbook
Book page 61), allow learners some
time before they start working in
pairs to think about their answers.
For Task 9c ‘write’ activity (English
in Mind Student’s Book page 66),
provide support by bringing in some
visuals of the kinds of activities that
might be done on the summer project
and put learners to work in pairs on
the writing task.
Differentiation
For Task 2 ‘Speak’ (English in Mind
Student’s Book page 61), provide
some ideas for weaker learners to
choose from.
This alternative option looks at the the ‘candle problem’
money theme as discussed in the
coursebook, by looking at the https://diard.wordpress.com/2
009/10/23/the-candle-
98
correction in talk on a range of
familiar general and curricular
topics
10.R1 understand main points in
extended texts on a wide range of
familiar and some unfamiliar
general and curricular topics
10.R5 deduce meaning from
context in extended texts on a
wide range of familiar general and
curricular topics, and some
unfamiliar topics
10.UE2 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
10.UE6 use a wide variety of
relative, demonstrative, indefinite,
quantitative pronouns and
reflexive pronoun structures on a
wide range of familiar general and
curricular topics
10.UE8 use a variety of future
active and passive and future
continuous forms on a wide range
of familiar general and curricular
topics
10.UE 13 use a growing variety of
past modal forms including must
have, can’t have, might have to
express speculation and deduction
about the past on a wide range of
familiar general and curricular
topics
the words candle and drawing pin and
thumb tack.
(W) Ask learners to think of a way of
sticking the candle to a cork board wall so
that when lit, the candle won’t drip wax
on the table below.
(I, P) Give learners time to think
individually and talk in pairs if necessary. 1. Ted Pink did well at law school.
(W, I, f) Elicit their suggested solutions to False: He came near the bottom of
the problem. If necessary, tell them the
solution: take the drawing pins out of the
box, attach the box to the wall with one or 2. Pink wants us to rethink how we
two drawing pins, and put the candle in
the box.
(W) Tell the learners they will find out
more about the significance of this
problem in a TED talk about motivation in
business given by Ted Pink.
(W) Give learners the 11 true/false
statements below and ask them to predict
the answers (See Teaching notes column
for answers).
1. Ted Pink did well at law school.
2. Pink wants us to rethink how we run True
our businesses.
3. Pink says that people who were
offered rewards to solve the candle
problem solved it more quickly than
those who were not offered rewards.
4. Pink says that modern businesses are True
mostly run according to the theory
of extrinsic motivation.
relationship between money and
problem-and-out-of-the-box-
motivation.
thinking/
In order to avoid potential problems
caused by internet connectivity,
download the video before the Alternative link for the
lesson. ‘candle problem’
Answers to true/false statements: https://www.google.kz/search
?
q=candle+problem&espv=2&
biw=1242&bih=566&source
his class, and has never practised =lnms&tbm=isch&sa=X&ve
law. d=0ahUKEwjYrbvB5uzLAh
ULiywKHe18Dk0Q_AUIBig
run our businesses. B#imgrc=DTbjk0QJ-RVSuM
True %3A
3. Pink says that people who were TED talk by Dan Pink on
offered rewards to solve the motivation:
candle problem solved it more
https://www.youtube.com/wa
quickly than those who were not
tch?v=rrkrvAUbU9Y
offered rewards.
False: the results were vice-versa.
4. Pink says that modern businesses
are mostly run according to the
theory of extrinsic motivation
5. Pink says that MIT students in the
US and students in India who
played games did well when
rewards were given for
mechanical skills.
6. They did poorly when rewards
were offered for creative skills
99
5. Pink says that MIT students in the
US and students in India who played
games did well when rewards were
given for mechanical skills.
6. They did poorly when rewards were
offered for creative skills.
7. Pink says that there is harmony
between what science knows and
what business does.
8. Pink argues that people need strong
management in order to be creative
in business.
9. At Google, engineers can spend
20% of their time working on
anything they want.
10. Pink compares the effectiveness of
Encarta, which offered its staff
rewards, and Facebook, which
doesn’t.
11. Pink argues that if we do things for
their own sake in business rather
than for rewards, we can change the
world.
(W, I) Ask learners to watch the video and 11.
to check their answers.
(W, I, P, f) After viewing, give them time
to discuss their answers, and elicit
answers in plenary. Make sure that
learners explain why false answers are
false.
(W, I) If necessary, or if there is sufficient
interest, play the recording again.
Learners can use the transcript option if
True
7. Pink says that there is harmony
between what science knows and
what business does.
False: he says that there is a
mismatch between the two.
8. Pink argues that people need
strong management in order to be
creative in business.
False: he argues that they need self-
direction, i.e. to go it alone.
9. At Google, engineers can spend
20% of their time working on
anything they want.
True
10. Pink compares the
effectiveness of Encarta, which
offered its staff rewards, and
Facebook, which doesn’t.
False: He compares Encarta with
Wikipedia.
Pink argues that if we do
things for their own sake in
business rather than for rewards,
we can change the world.
True
Differentiation:
Support is built into the task though
the prediction stage. You can stop
the DVD every 3 minutes or so if
you feel that this will help learners.
100
they wish. The open-ended and group format of
the information exchange on
(W) Put the following statement on the
personal experiences allows learners
board:
to deal with the task at their own
Find a job you love and you will not work level of confidence, and to provide
a day in your life. each other with support if necessary.
(W, P, f) Tell learners that it is attributed Challenge:
to Confucius, and ask them to think in If some learners answer questions
pairs of arguments for the statement (e.g. quickly and find the video easy, you
if you love doing something, you are can ask them to think of questions
always learning, you don’t notice time they would like to ask Ted Pink, and
passing) and two arguments against the discuss these with the class after the
statement (e.g. even when you do video.
something you love, some days are more
If some learners finish the
interesting than others; even creative and
information exchange quickly, they
interesting jobs often involve an element
can summarise or recount the stories
of mechanical and repetitive work).
their peers have told them.
(W, I, f) Elicit arguments for and against
At different stages, as you find it
from the class, using the board to note key
appropriate, elicit students’ opinions
points. Finish when learners run out of
ideas, or when you have five arguments on the correlation between money
and happiness. You may talk to
for and five arguments against.
individual students or groups or
(W) Now ask learners to think about initiate a whole-class discussion.
something they love doing without
rewards.
(G, f) Ask learners to work in groups of
four and to explain what they love doing
and what motivates them to do it.
(G, f) Monitor and support as necessary,
and make notes on strengths and
weaknesses in learners’ use of language.
(W, G, f) Form new groups of four, so
that each new group contains a member
101

10.C9 use imagination to express
thoughts, ideas, experiences and
feelings
10.L4 understand implied meaning
in unsupported extended talk on a
wide range of general and
curricular topics, including talk on
a limited range of unfamiliar
topics
10.L7 understand speaker
from a different previous group. Ask
learners to tell each other about their
classmates’ activities and motivation.
(G, f) Monitor and make notes as in the
previous stage.
(W) Elicit interesting activities and
motivation in plenary.
(W) Provide feedback in plenary on
learners’ use of language.
(I) Ask the students to agree or disagree
and write an argumentative essay on the
following topic:
Life would be better without money.
Plenary
Ask students to prepare a ‘takeaway’ for
their classmates summarizing the most
important aspects of the lesson/series of
lessons on a piece of paper. If you have
time, read the students’ notes aloud and
elicit feedback.
Evaluating the benefits of living without
money
Pre-learning
(W) Ask students to express their points
of view on the following questions:
 What is the role of money in our life?
 Do you think money is more
important or less important to people
in today’s society than it was in the
102
viewpoints and extent of explicit
agreement between speakers on a
range of general and curricular
topics
10.S4 evaluate and comment on
the views of others in a growing
variety of talk contexts on a
growing range of general and
curricular topics
10.R6 recognise the attitude or
opinion of the writer in extended
texts on a wide range of familiar
general and curricular topics
10.R9 recognise inconsistencies in
argument in extended texts on a
wide range of general and
curricular topics
10.W2 use a growing range of
vocabulary, which is appropriate
to topic and genre, and which is
spelt accurately
10.W9 punctuate written work at
text level on a wide range of
general and curricular topics with
a good degree of accuracy
10.UE2 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
10.UE4 use a wide variety of
determiners and pre-determiner
structures on a wide range of
familiar general and curricular
topics
past?
 Do you think being rich makes people
happy?
When the students finish filling in
Activity 1
the gaps ask them to exchange their
(I, f) Tell the students that they are going http://www.breakingnewsengl
works and do peer-assessment.
to listen to a researcher’s report on how ish.com/1503/150320-wealth-
money influences people and answer 2.html
some comprehension questions. Students
listen to the recording only 1 time.
(I, W) Tell the students that they are going
to listen to a song about money. Focus on
the title (Ka-ching!) and tell the students
that when they’ve heard the song they will
understand what it means. Play the Pause the recording when necessary New English File,
recording and ask the students to write the to give the students time to write the Intermediate Student’s Book,
missing words while listening to the song. words. p.20
(G) The students are seated in groups of 4.
Each student is given a card with a role
according to which he/she should prepare
a speech. They are given 5 minutes to
prepare their speech then they start telling
their monologues in groups. While
speaking, the students assess each other
and fill in the assessment form.
(I) Ask the students to read the questions Differentiation
in exercise C at page 61. Then encourage Support less able learners by helping
them to read the text very attentively to be them prepare and rehearse their
able to answer the questions. Give the speeches. Ask some challenging
students enough time to read the text, if questions to more able ones. You
needed they can take notes in their may wish to create challenge cards
copybooks. After reading, ask the of different levels of difficulty to English in Mind 5 2nd edition
questions from exercise C in random review some language that you feel Student’s Book, p. 60-61
order to check the comprehension of the is important for your students. Hand
text. out the cards and tell your students to
(I) Ask the students to imagine the life of use the given language in their
103
10.UE8 use a variety of future
active and passive and future
continuous forms on a wide range
of familiar general and curricular
topics
10.UE17 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
10.C3 respect differing points of
view
C6 organise and present
information clearly to others
10.C8 develop intercultural
awareness through reading and
discussion
10.L5 recognise the attitude or
opinion of the speaker(s) in
unsupported extended talk on a
wide range of general and
curricular topics, including talk on
a limited range of unfamiliar
topics
10.L6 deduce meaning from
context in unsupported extended
talk on a wide range of general and
curricular topics, including talk on
a limited range of unfamiliar
a tenge coin and write a short story about
it.
Plenary
(W)Ask the students to imagine what their
life would be like without money.
Exploring the concept of downshifting
Pre-learning:
As a lead-in, ask students to brainstorm
what the word ‘downshifting’ may mean.
Keep track of their ideas on the board.
When they have read the text about
downshifting, ask them to define this
notion.
Activity 1
Objective FCE 2nd edition Topic 8
Downshifting and Writing Folder 4
Student’s Book and Workbook
See Alternative option below for
Suggested teaching activities which do
not require Objective FCE
speeches.
The Teacher’s Book is clear and sets Objective FCE 2nd edition
out steps for dealing with the Topic 8 Downshifting and
material. Support is provided in the Writing Folder 4 Student’s
way the reading and listening tasks Book and Workbook
are organised. Both have tasks for
listening for gist then detail.
Language work is provided and there
is some controlled practice and some
freer speaking practice (Task 4
Objective FCE Student’s Book page
54).
Additional suggestions:
Differentiation:
Writing Folder 4 Task 6 writing
(Objective FCE Student’s Book page
57). Provide some ideas (word
prompts) of what can be included in
each of the three paragraphs of the
104
topics
10.S3 explain and justify own and
others’ point of view on a wide
range of general and curricular
topics
10.S5 interact with peers to make
hypotheses about a wide range of
general and curricular topics
10.R3 skim a range of lengthy
texts with speed to identify content
meriting closer reading on a range
of general and curricular topics
10.R6 recognise the attitude or
opinion of the writer in extended
texts on a wide range of familiar
general and curricular topics
10.W1 plan, write, edit and
proofread work at text level
independently on a range of
general and curricular topics
10.W3 write with grammatical
accuracy on a range of familiar
general and curricular topics,
10.W4 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.W5 develop with support
coherent arguments supported
when necessary by examples and
reasons for a wide range of written
genres in familiar general and
curricular topics
10.UE8 use a variety of future
essay for less able learners.
(W, I, G, P, f)Follow suggestions in
Teacher’s Book pages 50-53 to help
learners to develop language and content
skills and knowledge.
Alternative
(W) Ask the students to explain the
meaning of the saying “Less is more” Harbor, to accept, cautious,
(I,G) Ask students to stick\glue\ staple the Cambridge Objective FCE,
inhabitants, mainland, fairly,
paper with words into your vocabulary Exam Folder 9, pp. 118-119
determination, in tune with, tend to,
book, look through the list of words, tick broaden one’s outlook, quarrels,
the words you know, circle the words they downside, live in each other pockets
can guess the meaning, discuss their
findings in the group, use the dictionary to Downshifting
Aspects Possible
check their guessing. http://www.thefreedictionary.
Answers
(G,W) Show a picture of a little cottage on com/downshifting
Free answer
an island. Ask the students to discuss in http://www.investopedia.com
/terms/d/downshifting.asp
groups and write 3 key words to describe
http://www.slowmovement.c
the picture; write 3 adjectives to express
om/downshifting.php
feelings and emotions they have about The
living at this place; write 3 verbs they can Beginning,
do at this place. Discuss with the whole Root, or Source
Alternative
class: of Downshifting
What are some common ideas? What is (justify with the https://ru.scribd.com/docume
evidences\ facts nt/35722132/Downshifting
unique?
from the text)
Have them listen to the talk and answer
Main features/ adopt long-
the questions.
actions of term
(I) Ask the students how they can describe downshifters simplicity in
life on an island. Brainstorm and collect
(list at least 7) their life
ideas on the whiteboard. Elicit the word accept less
“SIMPLE” and connect it with money
105
active and passive and future “DOWNSHIFTING”. Ask students for fewer hours
continuous forms their explanation. Provide an explanation. for working
on a wide range of familiar general Ask the students to read a text about have\spend
and curricular topics downshifting and fill in the table. time for the
10.UE10 use present continuous (I) Ask the students to write a letter to important
and past continuous active and things in life
friend describing their life in an island
passive forms on a wide range of reduce
general and familiar curricular cottage from the lesson or a discursive ecological
topics essay exploring the advantages and footprint
disadvantages of downshifting. take
responsibility
Plenary for their
Revisit the saying “Less is more” taking situation
into account the learning of the unit. take action to
change own
lives
willing to
give up
Express your Free answer
opinion: what is
the most
important
reason for
downshifting?
Why?

106
 English Secondary Grade 10
Unit 9. Independent Project
Recommended prior knowledge
This unit consolidates learning in the overall modular themes Grade 10 by doing an independent project.
Context
This unit uses the topics of Legend or Truth, Controversial Issues, Virtual Reality, Out of This World, Stress and Fear, Imagination and Creativity,
Reading for Pleasure, Different Ways of Living. The focus on modern life has appeared in an embedded form in every previous unit in the course. The
Independent Project unit provides opportunities for curriculum links to the Psychology, History, Geography, Languages, Biology, Physics, Chemistry,
Literature, Arts, and etc.
Outline
The suggested number of academic hours for this unit is 10-11, including revision and summative assessment.
It is recommended to present students the list of the topics at the beginning of the term, so that students have enough time to choose a topic they are
interested in and start planning the research.
Learners develop listening, speaking, reading and writing skills.
For learners’ safety, everyday classroom precautions ensure that safety measures are provided to prevent the exposure of electrical power cords, the
room is aired.
Key Learning Objectives
This unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the
year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free
to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives
throughout the year.    

10.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
10.C2 use speaking and listening skills to provide sensitive feedback to peers
10.C3 respect differing points of view
10.C8 develop intercultural awareness through reading and discussion

10.L3 understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
10.L4 understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of

107
unfamiliar topics10.L3 understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including
talk on a limited range of unfamiliar topics
10.L8 recognise inconsistencies in argument in extended talk on a range of general and curricular subjects

10.S2 ask and respond to complex questions to get information about a wide range of general and curricular topics
10.S5 interact with peers to make hypotheses about a wide range of general and curricular topics
10.S6 navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics
10.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics

10.R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
10.R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics
10.R7 recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics

10.W5 develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar
general and curricular topics
10.W7 use independently appropriate layout at text level on a range of general and curricular topics
10.W8 communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics
10.W9 punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy

10.UE1 use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some
unfamiliar general and curricular topics
10.UE3 use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a
wide range of familiar general and curricular topics
10.UE8 use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics
10.UE11 use a variety of reported statements and question forms on a wide range of familiar general and curricular topics
10.UE14 use a variety of prepositional phrases before nouns and adjectives
use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar
general and curricular topics
10.UE17 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

This unit works towards all the four skills, the use of English learning objectives and content learning objectives. These will be revisited throughout the
year in order to build a strong language foundation. See below for a list of the key learning objectives associated with the stage of the lesson. Feel free
to choose other learning objectives depending on your learners’ stage of development but make sure that you work towards all of the learning objectives
throughout the year.    

108
Key learning objectives
10.C3 respect differing points of
view
10.C8 develop intercultural
awareness through reading and
discussion
10.L4 understand implied
meaning in unsupported extended
talk on a wide range of general
and curricular topics, including
talk on a limited range of
unfamiliar topics
10.L8 recognise inconsistencies
in argument in extended talk on a
range of general and curricular
subjects
10.S2 ask and respond to complex
questions to get information about
a wide range of general and
curricular topics
10.R6 recognise the attitude or
opinion of the writer in extended
texts on a wide range of familiar
general and curricular topics
10.R7 recognise patterns of
development in lengthy texts
[inter-paragraph level] on a range
of general and curricular topics
10.W5 develop with support
coherent arguments supported
when necessary by examples and
reasons for a wide range of written
genres in familiar general and
Suggested teaching activities
 Independent Project Guide
Independent Project
(W) In the first stage of the seven-part
sequence, tell learners their choices of
project topics.
By students` choice projects can be
presented as:
- 3d models
- power point presentations
- wall displays/posters
- magazines/newspapers
- books/poems/myths/stories/recipes
- radio broadcasts
- TV programmes/film
- research paper
- graphs/charts
- blogs
- booklets
- inventions
- and others
(W, P) Ask them to choose which topic
interests them most, and to form pairs
according to their topics.
Teachers notes the importance of
Academic Honesty and elicits ideas
about Plagiarism from the students and
Teaching notes Learning Resources
Suggested list of topics: Listed below are themes from
 Kazakh legends A-Z:
 Causes and consequences of http://deohs.washington.edu/t
immigration around the world opics-z
 Gender equality in Kazakhstan
 Caught in the Net
 Psychological and physiological
features of astronauts
 My favourite book
 Emotional and physiological
responses to stress
 Prototype of an invention
 Nomads’ daily routine
WHAT DOES PLAGIARISM
MEAN?
Research guide:
Law protects copyrighted information.
http://www.humbleisd.net/cm
You must not copy information from
s/lib2/tx01001414/centricity/d
another source word for word. To steal
omain/29/researchguideelem.
and use someone else’s ideas or
pdf
writings as one’s own is plagiarism
and is against the law.
You can use your own words when
109
curricular topics
10.W7 use independently
appropriate layout at text level on
a range of general and curricular
topics
10.W8 communicate and respond
to news and feelings in
correspondence through a variety
of functions on a range of general
and curricular topics
10.W9 punctuate written work at
text level on a wide range of
general and curricular topics with
a good degree of accuracy
10.UE1 use a variety of abstract
compound nouns and complex
noun phrases on a range of
familiar general and curricular
topics, and some unfamiliar
general and curricular topics
10.UE3 use a variety of
compound adjectives, adjectives
as participles, comparative
structures indicating degree, and
intensifying adjectives on a wide
range of familiar general and
curricular topics,
10.UE8 use a variety of future
active and passive and future
continuous forms
on a wide range of familiar
general and curricular topics
10.UE11 use a variety of reported
statements and question forms on
a wide range of familiar general
present the getting information from another
following information: source. This is called summarizing.
Just do not forget to give credit to the
Teacher demonstrates sample projects to author/original source.
provide ideas and steps how to organize Instructions: Practice summarizing!
their own work. 1. Find an encyclopaedia article.
2. Read a small “chunk” – one
paragraph
3. Choose just the most important Research project examples for
information. students:
4. Summarize this information and https://www.google.kz/?
write it down in your own words. gfe_rd=cr&ei=WvIKWY-
wMpTUdNiZifgH&gws_rd
=ssl#q=research+project+ex
ample+for+middle+school+
students+ppt
(P, f) In lessons 1-5 monitor and provide
support as necessary. Make notes on
common language strengths and
weaknesses and use of learning skills
(e.g. how pairs plan and organise their
work and how they cooperate). Make
sure that learners are on track, and ready
to share their work in lesson 6.
(G, P, f) In lesson 6, ask learners to
share their work. This will involve
swapping drafts of projects. Ask pairs to
give each other oral feedback using the
following criteria:
 Something we really liked and why
 A strong point in your use of
English
110
and curricular topics
10.UE14 use a variety of
prepositional phrases before
nouns and adjectives; use a
number of dependent prepositions
following nouns and adjectives
and a variety of prepositions
following verbs on a wide range
of familiar general and curricular
topics
10.UE17 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
 A weak point in your use of
English
 A question we would like to ask
If possible, organise the lesson so that
there is time for pairs to view and give
feedback on the work of two different
pairs.
(G, P, f) In lesson 7, ask groups to
continue from lesson 6 by viewing and
giving feedback on the work of one other
pair.
(W, P, f) In the second half of the
seventh lesson, ask pairs to evaluate their
own work using this framework:
 our use of language
 the content of our project
 how well our pair shared
information and helped each other.
(W, f) Elicit feedback in plenary, and
contribute brief feedback of your own on
the language use, project context, and
cooperation between pairs.
Optional follow-up: joint display of
project work
If appropriate, Grade 10 teachers could
jointly organise a display of all the
learners’ project work in this unit.
Ask learners to consider the following
when they look at other projects from
other classes:
111

10.C3respect differing points of
view
10.C8 develop intercultural
awareness through reading and
discussion
10.L3 understand the detail of
an argument in unsupported
extended talk on a wide range of
general and curricular topics,
including talk on a limited range
of unfamiliar topics
10.L8recognise inconsistencies
in argument in extended talk on
a range of general and curricular
subjects
10.S6 navigate talk and modify
language through paraphrase and
correction in talk on a range of
familiar general and curricular
topics
10.R1 understand main points
in extended texts on a wide
range of familiar and some
unfamiliar general and curricular
topics
- something new I’ve learned from
each project
- a question I’d like to ask the people
who made the project
something I would do differently in my
own presentation next time
Planning a sustainable city of the Learners design a sustainable city of Paper, glue, clay, scissors,
future the future. They are likely to need to fabric and etc.
Pre-learning access websites in L1, L2 and English
How will our future
Write on the board ‘Sustainable City’ and for ideas.
cities look?
ask students if they have ever heard this
See Learning resources for websites http://www.bbc.co.u
word before. If they are familiar with it
which may be useful. k/news/technology-
then brainstorm and elicit their ideas. If
20770518
they are not familiar with it try to give
them an example and elicit their ideas. Students create a model of the Learners will need
(I,P,G) Students read an article ‘How will access to the
sustainable city.
our future cities look?’ and answer the internet.
following questions: CNN article on
1. What is the main idea of this As a back-up against internet design of Astana
article? problems, consider downloading key http://www.cnn.com/
2. Summarize author’s view point. information from the learning 2012/07/13/world/asi
3. What kinds of problems are resources column onto a CD ROM or a/eye-on-kazakhstan-
revealed in this article? memory stick and copying this astana
4. Do you agree/disagree? Why? information onto computers.
Some possible
(W) Tell learners that they will work in If you feel that learners will not be sources of ideas and
groups and design and construct a able to complete this creative work language include:
sustainable city of the future. within the time available, you could
ask them instead to present
(W) Explain that each group will focus information to each other on modern Is this the city of the
on one of the following aspects. These future?
112
10.UE1 use a variety of abstract
compound nouns and complex
noun phrases on a range of
familiar general and curricular
topics, and some unfamiliar
general and curricular topics
10.UE11 use a variety of
reported statements and question
forms on a wide range of
familiar general and curricular
topics
10.C1 use speaking and listening
skills to solve problems creatively
and cooperatively in groups
10.C2 use speaking and listening
skills to provide sensitive
feedback to peers
10.L3 understand the detail of an
argument in unsupported extended
talk on a wide range of general
and curricular topics, including
talk on a limited range of
unfamiliar topics
10.S5 interact with peers to make
hypotheses about a wide range of
general and curricular topics
10.S6 navigate talk and modify
language through paraphrase and
correction in talk on a range of
familiar general and curricular
topics
10.S7 use appropriate subject-
specific vocabulary and syntax to
talk about a range of general and
http://io9.com/59880
students will become experts in one cities.
21/is-this-the-city-of-
sphere, they will conduct research and be
Good options here include Dubai, the-future
responsible for their part of the project.
Brasilia, Astana, Helsinki, and
When each group fulfils their
Shenzhen. 100 imaginative cities
responsibilities, they need to write an
Another possibility would be to go of the future
essay on the following topic “Why is our
into depth on the design aspects of one http://www.hongkiat.
component (roads, alternative energy,
modern city, for example Astana. com/blog/cities-of-
and entertainment) important for a
future-artworks/
sustainable city’.
China’s farm scrapers
are highrises that will
Aspects
generate their own
● transport food
● architecture http://io9.com/59885
● eco-friendliness (recycling) 73/chinas-
● foodandwater farmscrapers-will-
● entertainment generate-their-own-
● shopping food
● alternativeenergy
(W) Tell learners that they should include Designing a
the scientific evidence of aforementioned sustainable city
aspects from various subjects (physics,
biology, chemistry) in their essay, and hbswk.hbs.edu/item/
that they can add images and graphs if designing-cities-for-
they wish. This information can be a-sustainable-future
checked with subject teachers.
http://sustainableciti
(W) Show them the suggested internet es.net/resources/
links in the Learning resources section as http://www.thesusta
a possible source of ideas and language. inablecity.ae/univer
There is no need to go through each link. sities/
It is sufficient here to make learners
aware that the links are available if
necessary.
113
curricular topics
10.R4 read a wide range of
extended fiction and non-fiction
texts on familiar and unfamiliar
general and curricular topics
10.R9 recognise inconsistencies
in argument in extended texts on a
wide range of general and
curricular topics
10.W5 develop with support
coherent arguments supported
when necessary by examples and
reasons for a wide range of written
genres in familiar general and
curricular topics
10.UE8 use a variety of future
active and passive and future
continuous forms
on a wide range of familiar
general and curricular topics
(W) Tell learners that they have the
remaining part of the lesson and the next
lesson to investigate their topic and
prepare their information, one lesson to
write up their work, and that they will
share and evaluate their work in lessons 4
and 5.
(W, f) In the fourth lesson in this cycle,
ask learners to display their projects on
classroom desks if necessary.
(W, G) Students present their models and
others assess them according to the
criteria which should be given before the
project is launched. They may also ask
additional questions.
(W, I, f) Ask learners to evaluate the
content of their work using these three Monitor and support as necessary as
criteria: learners investigate and prepare their
project.
● How clear were our ideas?
● What did we do well this time?
● What could we improve next
time?
(W,G) As homework students should
read the essays of their peers and evaluate
them. The information on sustainable city
and the description of its aspects could be
typed in the blog, so the other students
could easily comment and provide
feedback.
Plenary
114
 (W, f) Elicit brief plenary feedback, and
add any comments of your own.
(I) If there is time, ask learners to read
any of the city designs they have not yet
seen.
(W) Explain that the city designs are a
permanent resource for learners to view
and contact classmates about in case they
have further comments or questions. As extension, you may ask your
students to read a dystopian novel or
watch a film of this genre and compare
their city with the world described in
the work of fiction.

Suggested vocabulary list

Grade 10
Unit Active words Structures/patterns Passive words and phrases
Unit 1. Investigation, 2-a huge lump,3-a lengthy
Legend or investigation, 4-a pregnant cockroach, 5-oil-
Truth? soaked seals, 6-an implication, 7-contemporary,
8-crop up, 9-contamination, 10-horrific, 11-a
115
 sewer, 12-underneath, 13-to be able to provide
photographic proof, 14-dedicated, 15to
investigate, 16-significance,
17-a wide range of issues, 18-compulsion, 19-
cautionary, 20-irrelevant, 21- reluctant
Unit 2. face of the nation To escape poverty
Controversial increase To escape war
issues exceed To have better job opportunities
settle To have a better education for
seeking your children
desperate place for its inhabitants To escape the political system
experts forecast 
To be with someone you love
relocate
To escape natural disasters
prosperity
struggle To learn a foreign language
To have a higher quality of life
Discrimination To live in a country with a better
Double standards climate
Earn
Gap expect / want / need / would like.
Illiterate
Rights OPINIONS, PREFERENCES
Maternity leave I think..., In my opinion..., I'd
Promotion like to..., I'd rather..., I'd prefer...,
Stereotype The way I see it..., As far as I'm
concerned..., If it were up to
me..., I suppose..., I suspect
that..., I'm pretty sure that..., It is
fairly certain that..., I'm
convinced that..., I honestly feel
that, I strongly believe that...,
Without a doubt,...,

116
 DISAGREEING
I don't think that..., Don't you
think it would be better..., I don't
agree, I'd prefer..., Shouldn't we
consider..., But what about...,
I'm afraid I don't agree...,
Frankly, I doubt if..., Let's face
it, The truth of the matter is...,
The problem with your point of
view is that...

GIVING REASONS AND

OFFERING EXPLANATIONS
To start with, The reason why...,
That's why..., For this reason...,
That's the reason why..., Many
people think...., Considering...,
Allowing for the fact that...,
When you consider that...
Unit 3. nerd, 2-deteriorate, 3-challenginf, 4-gloomy, 5- Not only… but also… hatch an egg
Virtual submit, 6-update, download, 7- appalling, 8- On the other hand…. ferocious
Reality elaborate, 9-sophisticated, 10-terrific, 12- I totally/completely wilderness
tremendous, 13-admire, 14-doubt, 15- agree/disagree… approval
undoubtedly, wish, 16-guess Some people damp smell
regard/think/believe/assume, accompany
brainchild while others… overwhelming
avatar From my perspective… night-bar discussions
multi-sensory My point of view is that ……. quantitative fashion
implant frontal lobe
boffins parietal cortex
inhabitants anterior cingulate
headset
average
117
leverage
action-packed games
reasonable dose
eyesight
behaviour
attention/attention span
distractibility
multitasking
mental rotations
chocolate-covered broccoli
adverse effect

118
Unit 4. frontier, 2-access, 3-accept, 4-deliver, 5- Space tourism is a luxury service To withdraw money
Out of This efficient, 6-reverse, 7-settle, 8-afford, 9-aliens, They launched the lest mission To unravel the mysteries of the universe
World 10-galaxy, 11-hubble space,12-humble,13-gaze Public interest is likely to wane To pour money into the research
at, 14—winkling, 15- stare at Robotic exploration of the solar To contribute to the public good
system Crucial to societies’ well-being
orbit Cosmonauts uncovered Scientific pursuits
asteroid remarkable information Private ventures
comet Manned space travel Satellite imagery
constellation Commercializing space New generation of vehicles
frontier Cancellation of Moon To launch hypersonic vehicles
solar eclipse Programme garner
galaxy
astronaut
spacecraft
lunar module
unidentified flying objects
exploration
Space probes
satellites
space suits
space shuttle
replicate
atmospheric
optional
inflatable
habitat
cargo bay
reasonable
to launch satellites

Unit 5. jealousy What were your first thoughts? common phobia

Stress and cowardice What went through your mind? xanthophobia
Fear depression How did you get the courage to nomophobia
119
anger fight? ombrophobia
solve Fear of getting hurt by others somniphobia
put a line through Regulating the body's response hylophobia
bloom Suffer from depression turophobia
prolong Hands feel clammy and cold a single molecule
distinguish Blood pressure soars located the molecule
transpire Forehead starts pouring with
emphasize
sweat
gaol
Mouth dries up
rapport
Inside your head
bink
fiddle Fear of getting hurt by others
stroke Fear of getting hurt by others
tilt Things began to worsen sharply
to be taken aback Particularly stressful time
disappointment Dealing with my anxiety
reckon Take some risks
Face some challenges
complex interaction Fear of getting hurt by others
related to depression In peak physical and mental
lead to depression condition.
constantly worried
abnormal fear
irrational fear
severe anxiety attacks
fear of failing
psychologist
under pressure
security
fully recover
emergency services
rescue teams

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Unit 6. Implant
Imagination Embarrassed
and Creativity Disappointed
Frustrated
Screw
get dumped
accused of
tend to be
released
redundant
a puzzling beginning
storyline
ordinary setting
surprising location
a powerful slogan
an extravagant production
Unit 7 thriller I predict that …… will happen explicit
Reading for horror next……… expository
pleasure detective From what I know....I don’t
science fiction think....
science fantasy That’s not what I thought would
ambiguous situation happen...
traits Helpful hints...
By quickly flicking through the
preface
text I know that…
front/back covers
This makes me think of...
factual information
When I use all my
peer-reviewed strategies……..
an editorial style I amsynthesizing
narrative
persuasive

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 in-depth text
Unit 8. Notorious Expressions and introductory
Different Mobile phrases
Ways of Assassinating Thank people for coming
Living Shore Good morning afternoon etc.
Loneliness I’d like to take the opportunity to
Castaway thank you for coming here
Restrict today…
Persistence
Stardom Beginning and stating
Astonish objectives Right, let’s make a
Adjust start.
Account Let’s begin
Cash I’m going to begin by…
Increase I’m here today to…
Swing The object/subject of today’s
receipt talk is to…
Organization
My presentation/talk is divided
into three parts/sections…
I’d like to begin by…
I have four main points…
Recognising knowledge
You are certainly aware… /
As you know…
You’ve probably heard some of
this before…

Refer to a diagram/figures
(So) Let’s look/have/take a look
at…
I’d like to draw your attention
to… As you can see…
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If you’d like to turn to page 6 of
the handout …
I’ll…….
It’s worth noting/It’s interesting
to note…

Enumerate points
To begin with/First of
all/Firstly/Next/afterwards
Finally/To conclude/In
conclusion

123
Unit 9 Decay The things I love about my glamorous
Independent Deprived country are…. hectic
Project Derelict If I had a chance to live…., I’d action-packed
Cramped Therefore… fun-filled
multiplex cinema Advantages far outweigh communication
precinct disadvantages warehouses
maintenance In a nutshell... mass transit
congestion barns
parking restrictions hunting
uprooted farmscrapers
upheld greenification
urban sprawl
construct
generate
simultaneously
clausrofobia
tough

inner city
suburb
outskirts
rural
urban
peaceful
fast-paced
adventurous
slow-paced
exhausting
expenses
transport network
community
population
real estate
sustainable 124
Before beginning, refer to your medium term plan. Your lesson plans should be developed from this, making any adjustments necessary in the
light of recent teaching and learning.
Short term plan

Lesson plan

School:
Long-term plan unit: Unit 2A: Virtual Reality

Date: Teacher name:

Grade: 10 Number present: absent:

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Learning objectives(s) 10.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
that this lesson is 10.S3 explain and justify their own and others’ point of view on a range of general and curricular topics
contributing to 10.R2 understand specific information and detail in extended texts on a growing range of familiar
general and curricular topics, and some unfamiliar topics

Lesson objectives All learners will be able to:

-Understand the concept of Virtual Reality
Most learners will be able to:
-Understand how Virtual Reality innovations can be applied in various industries.
Some learners will be able to:
-Predict how Virtual Reality could be used in Kazakhstani Society.

Assessment criteria -The student should demonstrate an understanding of what Virtual Reality.
-The student should suggest alternative uses of Virtual Reality in the industry which they have been
asked to research.
-The student should use grammatically accurate sentences.
-The student should present their ideas clearly and confidently.
Value links - Creativity
- Kazakhstani patriotism
Cross curricular links -ICT
ICT skills Laptops, Virtual Reality Technology, Smart Board, Internet
Previous learning Reading for pleasure: Other Worlds

Plan

Planned timings Planned activities (replace the notes below with your planned activities) Resources

126
Beginning The teacher will begin the activity by asking the students if they have heard of Virtual https://www.youtube
Reality games. .com/watch?
(Whole Class Activity) v=5PSNL1qE6VY
Trailer for movie
The teacher will then hand out a short vocabulary list to the students. Avatar
10 minutes
The teacher will then separate the students into 2 groups of 6. https://www.youtube
When dividing the groups of students ensure that each group has an equal amount of .com/user/Secondlife
students with various abilities. Video advert for
Second Life
Group A: Laptop computers
Watch the film trailer for the film Avatar.
Vocabulary list
● These students should explain the role that virtual reality plays in this film.

Group B:
What the advert for Second Life.
● These students should describe Second Life.

Middle The teacher will divide the students into pairs. Laptop computers
Texts about how
25 minutes Higher ability students should be grouped together. virtual reality is used
The higher ability students should be given the longer reading texts with more difficult industries.
topics.

The students will read the articles and use the laptops to research the possible uses of
Virtual Reality technology in the industry which they have read about.
The students will be given 15 minutes to prepare a short presentation to the rest of the
class; they will explain the benefits and possible uses of the virtual reality technology in
their specific industry to the rest of the class.
The teacher and the students will give brief feedback on the presentations.

End The teacher will lead the whole class in a discussion about the benefits and advantages
5 minutes of the Virtual Reality Technology.
The student should explain how Virtual Reality could benefit Kazakhstani society.

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Additional information
Differentiation – how do you Assessment – how are you planning to check Health and safety check
plan to give more support? learners’ learning? ICT links
How do you plan to challenge
the more able learners?
● Students will work in groups ● The students will make verbal presentation. ● ICT
and support each other. ● The teacher and students will give brief
● More capable students will be feedback.
given more challenging
material to work with in order
to allow them to be more
challenged.
● The students will be supported
by the teacher during
independent work.
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?
If not, why?
Did my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:
128
1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Appendices

Appendix 1
Suggested Graded Readers for Grade 10

Macmillan Intermediate Readers

http://www.macmillanreaders.com/reader_level/intermediate

Penguin Readers Level 5

http://www.pearsonelt.com/courses/Penguin%20Readers/543#productComponents

OUP Bookworms Library Stage 5

http://elt.oup.com/catalogue/items/global/graded_readers/oxford_bookworms_library/?cc=global&selLanguage=en&mode=hub

HeinleCengage Page Turners

http://ngl.cengage.com/search/programOverview.do?Ntt=page+turners||
111003279019351531521474913374712536626&N=4294918536+200&Ntk=NGL%7C%7CP_EPI&Ntx=mode%2Bmatchallpartial

129
Appendix 2
Grade 10 Revision worksheet

Words/expression Make Questions Answers

beginning with questions for

A 3 words/phrases 1.
2.
3.

B 3 words/phrases 1.
2.
3.

C 3 words/phrases 1.
2.
3.

D 3 words/phrases 1.
2.
3.

E 3 words/phrases 1.
2.
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 3.

F 3 words/phrases 1.
2.
3.
G 3 words/phrases 1.
2.
3.

H 3 words/phrases 1.
2.
3.

I 3 words/phrases 1.
2.
3.

L 3 words/phrases 1.
2.
3.

M 3 words/phrases 1.
2.
3.

P 3 words/phrases 1.
2.
3.
R 3 words/phrases 1.
2.
3.

S 3 words/phrases 1.
2.
3.
131
T 3 words/phrases 1.
2.
3.

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Appendix 3
Grade 10 Blockbusters revision grid

S W D

P R T

E G B

I H C

D H L

S A I

W C P

C G R

F M A

C B R

P S G

M E F
133
134
Appendix 4
Worksheet: Parts of the brain and their function

Before you watch the video a second time, draw lines to match a part of the brain with its function and write your answers below the grid. (e.g.
1c)

Part of the brain Function

1. Brainstem a. This is the outer surface of the brain. It contains different lobes which have
different functions.

2. Thalamus b. This processes visual information.

3. Hippocampus c. The oldest part of the brain, also known as the reptilian brain. It controls basic
functions such as breathing, and basic needs such as hunger and thirst.

4. Cerebral cortex d. This is the centre for memory and learning.

5. Occipitallobe e. This controls working memory, i.e. how we remember things.

6. Parietallobe f. This controls voluntary movement.

7. Temporallobe g. This part of the brain is closely linked to our human qualities. This is the centre
for personality and language.

8. Frontallobe h. All sensory information passes through this part of the brain. It directs this
information to the correct part of the brain.

9. Motorcortex i. This processes sensory information and integrates it with visual information.

10. Cerebellum j. This is the coordinating centre for movement of muscles.

Write your answers here

135
1 c
2
3
4
5
6
7
8
9
10

136
Appendix 5
Answers to worksheet: Parts of the brain and their function

Part of the brain Function

Brainstem The oldest part of the brain, also known as the reptilian brain. It controls basic
functions such as breathing, and basic needs such as hunger and thirst.

Thalamus All sensory information passes through this part of the brain. It directs this
information to the correct part of the brain.

Hippocampus This controls working memory, i.e. how we remember things.

Cerebral cortex This is the outer surface of the brain. It contains different lobes which have
different functions.

Occipital lobe This processes visual information.

Parietal lobe This processes sensory information and integrates it with visual information.

Temporal lobe This is the centre for memory and learning.

Frontal lobe This part of the brain is closely linked to our human qualities. This is the centre for
personality and language.

Motor cortex This controls voluntary movement.

Cerebellum This is the coordinating centre for movement of muscles.

Stage 3: Shoot your sequence

137
Choose one person to be responsible for filming your shots. This will save you time as you record your documentary.

1. If you are taking photographs, take 3 or 4 photos for each shot you plan, in case your subject or camera moves during one of your shots.

2. If you are using a digital camera, remember to move it smoothly so that your viewers don’t feel seasick when they see your film!

3. For both digital photos and digital camera shots:

a) Use a tripod if you want to make shots without wobble. If you don’t have a tripod, make sure you stand firmly, or rest you camera on a
suitable flat object.

b) Remember to avoid shooting directly into sunlight.

138
Stage 4: Edit your sequence

Work together on editing your sequence and transferring it to a computer. By the end of this stage you need to have a final sequence you are
ready to show your classmates.

If you finish quickly, begin planning the soundtrack or written captions you will add to your sequence.

139
Stage 5: Add words to your sequence

Now that you have edited your images, complete the sound track or written text for your documentary sequence.

a) If you are working with a digital camera, think about how you will use everyone’s voices on the commentary, and how the words of your
commentary can explain or highlight the meaning of the images you have on film.

b) If you are showing a photo documentary, think about how your choices of captions will explain or emphasise what the pictures show.

Stage 6: Show your sequence and evaluate your work.

1. Show your sequence to your classmates and give each other feedback on your work.

2. After showing your sequences, discuss in your group what you have learned about each of the following:

a) choosing images which represent your view of water

b) using the equipment to make an effective sequence

c) sharing ideas and cooperating as a group

140