Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:

- Ask: Do you believe monsters exist? Why/Why not?

- Brainstorm monster names students know (Nessie, Yeti, Bigfoot).

Vocabulary Review

Task 1: Match monster-related words to their definitions (e.g., footprint, eyewitness, mysterious, legend).

Task 2: Complete sentences with the correct word.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Short text about mythical monsters (e.g., Loch Ness Monster, Bigfoot). Progress check worksheet with:

Vocabulary task (matching or gap-fill)

Grammar task (past simple, modals of speculation, passive voice)

Middle

10 min

Ex: 1 P:19

Pre-Reading

Ask students to skim the text quickly to get the general idea.

Highlight any keywords in the questions that will help them find answers in the text.

Reading for Answers

Give students time to read the text carefully and refer back to it to find the correct answers.

Encourage them to eliminate obviously wrong options before choosing the best answer.

Independent Work

Students select the correct answer for each question individually.

Remind them to double-check that their choice makes sense in context.

Pair/Group Check (Optional)

Students can compare answers with a partner and discuss their reasoning.

Encourage them to justify their choice using evidence from the text.

Value Link: Reinforce cooperation, respect, and constructive feedback

Students read the text and choose the best answer

Answers:

1 D

2 C

3 C

4 D

Descriptor:

- questions answered correctly

- demonstrates understanding of the text

- identifies keywords in questions and text

Excellent (3)

- Accurately identifies keywords in questions and text

Good (2)

- Identifies some keywords; minor mistakes

Student’s book

7 min

Ex: 2 P:19

Pre-Listening Preparation

Preview the list of theories/headings and clarify any difficult vocabulary.

Encourage students to predict which theory might match which speaker based on keywords.

First Listening

Play the recording once.

Ask students to listen for general understanding, not worrying about exact details yet.

Second Listening

Play the recording again.

Students should match each speaker to the most appropriate theory.

Remind them to take notes while listening to identify key phrases or clues.

Pair/Group Check (Optional)

Students can compare answers with a partner and discuss any differences.

Encourage them to justify their choices using evidence from the recording.

Value Link: Reinforce diligence and attention to detail—careful scanning and identification reflect responsible study habits.

Students match the headings

Answers:

1 C

2 B

3 A

4 D

5 E

Descriptor:

- speakers correctly matched to the appropriate theories

- justifies matches with specific evidence or phrases

Excellent (2)

- All speakers correctly matched to the appropriate theories

Good (1)

- Most speakers correctly matched; minor errors

Worksheets

8 min

Ex: 3 P:20

Explaining the Task

Show students the sentences with gaps.

Give clear instructions:

Read each sentence carefully.

Think about which word from the word bank or context fits correctly.

Write the word in the blank.

Independent Work

Give students time to complete the task individually.

Encourage them to re-read the sentences to check that their answers make sense in context.

Whole-Class Feedback

Go through the correct answers together.

Ask students to explain why each answer is correct and clarify common mistakes.

Value Link: Highlight clarity of thinking and responsibility—understanding rules carefully helps students express themselves accurately and ethically in writing.

Students fill the gaps.

Answers:

1 discovery

2 ancestors

3 select

4 debate

5 passed

6 myth

7 prevent

8 observed

9 struggling

10 psychologist

Descriptor:

- gaps filled correctly

- demonstrates understanding of sentence meaning

- use of vocabulary and grammar in answers

Excellent (2)

- Correct use of vocabulary and grammar in all answers

Good (1)

- Minor errors in vocabulary or grammar

Student’s book

10 min

Ex: 4 P:20

Explaining the Task

Show a few example sentences on the board:

She runs fast → She runs faster than her brother.

He works hard → He works the hardest in the team.

Explain the rules:

Use comparative (-er / more) when comparing two things.

Use superlative (-est / most) when comparing three or more things.

Independent Work

Give students the sentences with bold adverbs and ask them to fill in the correct form.

Encourage them to read the sentence carefully to decide whether it needs a comparative or superlative.

Pair/Group Check (Optional)

Students can compare answers with a partner and discuss any differences.

Encourage them to explain why they chose the comparative or superlative form.

Whole-Class Feedback

Go through the sentences together.

Ask students to read their completed sentences aloud and correct any mistakes.

Value Link: Promote encouragement and fairness—acknowledging effort and clarifying misconceptions teaches students to value learning and respect others’ work.

Students complete the sentences with the correct comparative / superlative form of the adverb in bold

Answers:

1 worse

2 more carefully

3 earlier

4 more healthily

Descriptor:

- uses comparative for two items and superlative for three or more

- Sentences are grammatically correct and meaningful

Excellent (3)

- All adverbs correctly changed to the comparative or superlative form

Good (2)

- Most adverbs correctly changed; minor errors

End

5 min

Reflection:

- What new words or phrases about interests did I learn today?

- How well did I understand the text?

- Which part of the reading was easiest for me?

- Which part was most difficult?

- How can I improve my reading skills when understanding texts about interests?

Ss use their stickers to show their knowledge according to the lesson

Poster