Module 5 “Stress and Fear ” Lesson 3
| LESSON: Module 6 Lesson 3 | The theme: “ Creative Minds” (6a) | ||||||||
| Date: | Teacher’s name: | ||||||||
| CLASS: Number present: Number absent: | |||||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.5 - use feedback to set personal learning objectives; 10.2.2 - 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; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics; 10.6.1 - 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; 10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics; 10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics | ||||||||
| Lesson objectives | All learners will be able to: consolidate information in a text Most learners will be able to: consolidate information in a text through an imaginary situation Some learners will be able to: expand on the topic; to develop research skills | ||||||||
| Vocabulary | Verbs (stroke, promote, research, transfer, exhibit, bother): Phrasal verb (carry on): Nouns (career, fur, portrait, outline, advertising agency, creation, advertising campaign, environmental organization, Hyperrealist movement, masterpiece, canvas, design, scales): Adjective (realistic): Adverb (surprisingly): Phrases (bring to life, public awareness, endangered species, stay still, shower away, handheld gadget, true-to-life) | ||||||||
| Assessment criteria | Learners have met the learning objective if they can: consolidate information in a text; expand on the topic; develop research skills
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| Value links | Explore the themes of “Stress and Fear” | ||||||||
| Cross - curricular links | Stress and Fear | ||||||||
| ICT skills | Working with URLs expanding on the topic; to develop research skills | ||||||||
| Plan | |||||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | Teacher’s Notes | ||||||
| BEGINNING THE LESSON | To consolidate information in a text Explain the task and give Ss some time to write a few sentences. Ask various Ss around the class to share their answers with the rest of the class. Suggested Answer Key It can help them to understand why they are afraid of spiders and to learn that they are not so scary after all. It can also help them by explaining a kind of therapy that is used to cure people of their phobia. Perhaps they will consider it, too. | ||||||||
| PRESENTATION AND PRACTICE |
b) To understand the author’s purpose; to listen/read for gist; to identify style 1 Read the rubric aloud and elicit the author’s purpose from the choices given. 2 Play the recording. Ss listen and read to find out. 3 Elicit the style of the text. Answer Key author’s purpose: b The text is informal (short verb forms: they can’t crawl up, everyday language: stand on end, addresses the reader directly: you see). 4 To read for gist comprehension (matching headings to paragraphs) 5 Ask Ss to read the headings A-E and then read the text again and choose the correct heading for each paragraph (1-4). 6 Check Ss’ answers around the class. Ss should justify their choices. Answer Key 7 D (one of the most common phobias) 8 В (maybe... ugly appearance ...or because they suddenly appear) 9 E (perfect pest controllers, eating creepy crawlies... in our homes) 10 A (there is hope) 11 Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up. Suggested Answer Key scream (v): to shout loudly in fear run away (phr v): to leave quickly fear (n): unpleasant feeling that you are in danger common (adj): usual
suffer from (phr): to be badly affected by sth eight-legged (adj): having eight legs at all costs (phr): under any circumstances block (v): to stop entry plughole (n): the opening in a shower or bath to let the water out crawl (v): to move slowly and low to the ground irrational (adj): without logic venom (n): poison harm (v): to cause damage/pain startle (v): to surprise/shock play a part (phr): to have a role/part in sth rainforest (n): a large tropical forest tarantula (n): a large hairy spider nutritious treat (phr): a tasty snack deep-fried (adj): being fried in lots of oil reduce (v): to lessen pest controller (phr): keeping the number of creatures that cause damage down mosquito (n): a small winged insect that bites people and drinks their blood cockroach (n): a large brown insect fly(n): a small black winged insect moth (n): a winged insect that is attracted to light exposure therapy (phr): a type of theraf. reduces sb’s fear of sth by slowly exposii over a period of time until they become к confident (adj): having confidence treatment (n): therapy shake (v): to move from side to side sweat (v): to perspire scuttle (v): to run quickly with short step To consolidate information in a • Give Ss time to answer the questions. • Remind Ss not to copy from the paraphrase the information in their ow • Check Ss’ answers around the class. Suggested Answer Key 1 Some people get so scared that their up. Others shout out and go away. (Do stand on end? Do you scream and rut 2 This phobia is unreasonable becaus spiders are dangerous to people. (... ara is irrational... fewer than 1 % can harm h 3 People in the Amazon Rainforest and see spiders as healthy food or a delic (... in the Amazon Rainforest... grilled a tasty and nutritious treat... in Cambt fried spider is a popular street snack.) Someone might try this type of t overcome a fear because it affects the (If fear of spiders badly affects somt they should try
4 exposure therapy!) 5 To consolidate vocabulary throuc synonymous words/phrases • Ask Ss to find the words in bold in the t read the words/phrases in the list and gh to match them. • Elicit answers from various Ss around th Answer Key Para 1: scream = shout, phobias = fears, at t under any circumstances, blocking = closint Para 2: hated = disliked, irrational = unre, startle = scare Para 3: snacks = treats, reduce = lower, tr, catching Para 4: confident = fearless, hold = carry, I afraid of, terrified = very scared e m To consolidate new vocabulary • Give Ss time to complete the phrases ar Ss’ answers. • Then give Ss time to use them in sent* their own based on the text. Elicit senteni various Ss around the class. Answer Key 1 common 4 deep-fried 7 pest 10 t 2 ugly 5 creepy 8 treat Rainforest 6 snack 9 bar for Suggested Answer Key, Ex. 7, Speaking, Writing see p. 62(T) | ||||||||
| ENDING THE LESSON | Check Ss' answers. | ||||||||
| Additional information | |||||||||
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Cross-curricular links Health and safety check ICT links | |||||||
| Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why? | Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
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