Unit 5: Fear School:

Date: 10.01 Teacher name: Kudenova Shynar

Grade: 10 AE Number present: absent:

Made in th UK Fear
Learning objectives 11.4.1.1 - understand complex and abstract main points in extended texts
on a wide range of familiar and unfamiliar general and curricular topics;
11.2.2.1 - understand specific information in unsupported extended talk on
a wide range of general and curricular topics, including talk on a growing
range of unfamiliar topics;
11.5.4.1 - use style and register to achieve an appropriate degree of
formality in a wide variety of written genres on general and curricular
topics;
Lesson objectives Learners will be able to:
⮚ Read for gist
⮚ Listen for cohesion and coherence
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Start Organization moment

1.Greeting. Students' attention is Formative
drawn to the lesson. Assessment
Ask about the weather. Pictures
The teacher sets the lesson Students discuss the
5 min pictures in pairs.
objectives, letting students know
what to anticipate from the
Determines the topic
lesson. and aim of the Good job!
lesson
Assessment
Warm-up
criteria Student’s
Creating a positive psychological Students say
- Use different book
environment different words from strategies to
the picture listen for specific
Lead – In information

Descriptor:
- grammar
Students look at the reference learn
table and repeat word formation
 grammar reference negative verbs
Total: 1 point

Main Ex: 1 P:14 Students read the

part To present the concept of culture dictionary entry Descriptor:
shock and personalise the topic about culture shock. - read the title of
30 min
• Ask Ss to read the definition and Have you ever the text
discuss it in pairs. experienced this
Total: 1 point
• Ask various Ss to tell the class feeling?
about a time when they have Answers:
experienced culture shock. I experienced culture
shock when I travelled to Cards
Seoul in South Korea.At
first,everything seemed
completely different
compared to the small
town where I grew up.
There were loads of
huge, modern Descriptor: Worksheets
skyscrapers and the
- fill the gaps
streets were really
crowded with people.The Total: 1 point
food was unlike anything
I’d ever tasted
before,and in some
restaurants,I even had to
take my shoes off and sit
on mats on the floor! It
took a bit of adjusting, Descriptor:
but after about a week I - match the words
began to really enjoy
myself. Once I’d settled in bold
in, I realised that it was Total: 1 point
these types of
Ex: 2 P:14 differences that made
To present words/phrases that the experience so
relate to the concept of culture exciting.

shock Students look at

• Explain the task and give Ss time the following words /
to complete it. phrases. Check their
• Ask Ss what they think the meaning in the Descriptor:
words/phrases mean and how they World List or in your
- answer the
relate to the concept of culture dictionary.
question
shock. Answers:
Total: 1 point
• Play the recording and ask Ss to transition (n):a
listen to and read the text to check change from a
their answers. situation/state to
another
homesick (adj): sad
and longing for home
assimilate (v): to
adapt and fit in with a Differentiation –
culture that is initially how do you plan
unfamiliar to you
to feel at home
to give more
(idiom): to feel support? How do
comfortable and you plan to
relaxed in familiar
challenge fast
surroundings
miscommunication finishers?
(n): difficulty
understanding others
or being understood by
them diversity (n):
variety

Suggested Answer
Key
Moving from one
country to another is ,
a transition that takes
some time to get used
to. You might feel
homesick when you
first move to a different
country. When you live
in a foreign country
you should try to
assimilate with the
local culture as much
as possible. It might
take up to six months
of living abroad before
you begin to feel at
home.
Miscommunication is
often a big problem if
you live in a country
and you don’t speak
the language. If you’re
from a small village
 and you move to a big
city, you will probably
notice a lot more
Ex: 3 P:14
diversity in terms of
To read for specific information people,cultures,custo
(T/F statements) ms,food,etc
• Ask Ss to read statements 1-8 Students read the
and then give them time to read the text again and for
text carefully and choose the questions decide if
correct answers. each sentence is T
• Check Ss’ answers around the (true) F (false)
class. 1.3 Answers:
1T
2 F (I’m from Nur-
Sultan, so I’m used to
super tall skyscrapers
and shiny, modern
buildings. Edinburgh is
nothing like that.)
3T
4 F (No two people
sounded the same, so
often I couldn’t
understand what the
locals were saying.)
5 F (everyone on the
street seemed to be in
such a hurry)
6 F (A couple of
months in, the novelty
started to wear off. I
was terribly homesick.)
Ex: 4 P:14
7 F (I know the place
Discuss the meaning of a quotation like the back of my
in the context of the topic hand.)
Give students time to read the 8T
question and discuss, in pairs, what Students answer the
they think it means question. What do
you think this
quotation means?
Answers:
A: I think this quotation
means that it’s good to
challenge yourself and
try new things. When
you do something new
and unfamiliar, you
have to think about it
much more than if you
just continue to follow
the same routine
 every day.
B: It also means that
when you travel to a
different country, you
have to actively
engage with your
surroundings to find
your way around the
new place and
communicate with
other people in other
languages. You also
try new foods and
experience different
customs and cultures.
This opens your mind
to different ways of life
and makes you a
more tolerant and
accepting person.
A: When you expose
yourself to unfamiliar
Conclusion during the lesson situations, you are
some tasks differentiated by more likely to find
outcomes of the students and by yourself in some
their abilities. amusing conditions
that you wouldn’t
experience at home,
for example, funny
misunderstandings
due to language
barriers, or getting
lost.
8 min
FEEDBACK Students evaluate Poster
each other and
End Learners provide feedback on what
encourage
2 min they have learned at the lesson. classmate with
phrases like:
Well done! Brilliant!
Good job! I like it!