Module 5 “Stress and Fear ” Lesson 8
| LESSON: Module 6 Lesson 8 | The theme: “Skills” (6 d) Listening/Speaking/Writing | |||||||||
| Date: | Teacher’s name: | |||||||||
| CLASS: Number present: Number absent: | ||||||||||
| Learning objectives(s) that this lesson is contributing to | 10.1.7 - develop and sustain a consistent argument when speaking or writing; 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 10.2.4 - 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; 10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics; 10.3.3 - explain and justify own and others’ point of view on a wide range of 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; 10.5.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics; 10.6.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics; 10.6.2 - 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; 10.6.7 - 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; 10.6.9 - 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; 10.6.12 - 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 | |||||||||
| Lesson objectives | All learners will be able to: listen for specific information (multiple choice), to practise pronunciation; Most learners will be able to: predict the content of a listening, to learn the language for giving an opinion/ agreeing/disagreeing; Some learners will be able to:
act out a dialogue based on a model; | |||||||||
| Vocabulary | Verbs (criticize, measure) Nouns (intelligence, theory, surgeon, process, wisdom) Adjectives (multiple, logical-mathematical, spatial, body-kinesthetic, linguistic, musical, interpersonal, intrapersonal, naturalist, complicated) Phrase (according to) | |||||||||
| Assessment criteria | Learners have met the learning objectives if they can: listen for specific information (multiple choice), practise pronunciation; predict the content of a listening, learn the language for giving an opinion/ agreeing/disagreeing; act out a dialogue based on a model; | |||||||||
| Value links | Explore the themes of “Stress and Fear” | |||||||||
| Cross - curricular links | Stress and Fear | |||||||||
| ICT skills | Using Useful Language Box | |||||||||
| Plan | ||||||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | Teacher’s notes | |||||||
| BEGINNING THE LESSON | То consolidate collocations from the text • Give Ss time to complete the task. • Check Ss’ answers. Answer Key 1 panic 2 races 3 sweat 4 face 5 difficult | |||||||||
| PRESENTATION AND PRACTICE | b) To practise collocations from the text • Give Ss time to complete the task. • Elicit sentences from various Ss around the class. Suggested Answer Key I’ve never had a panic attack. When people panic, their hearts race. When I’m scared, my palms sweat. I hate spiders, but I’m too scared to face my fear. When my brother has an allergic reaction, he finds it difficult to breathe. To consolidate information from a listei • Ask Ss to discuss the question in closed pairs • Ask various Ss to tell the class. Suggested Answer Key I learnt that people with social anxiety feel that pe are looking at them and judging them and that it cause anxiety and panic attacks. One way to overc this phobia is to imagine that you are at a social e and you feel happy and relaxed. Then, when you there you will feel like that and forget your anxiety can also focus on other people and not on feelings. If you stop avoiding social situations, littl little you’ll get used to being with people.
8 To complete an open cloze To summarise a text • Explain the task and write the headings on the board. • Give Ss time to make notes and practise their summaries. • Ask various Ss around the class to present their summaries. • Explain the task and give Ss time to complete closed pairs. Ask Ss to pay attention to the \л before/after each gap as they will help 1 decide on the missing words. • Play the recording. Ss listen and read and c their answers. Suggested Answer Key Where it started: on the bus, rush hour, packed How it started: felt hot, palms sweating, heart racing, difficult to breathe, frightened, panic attack What she stopped doing: going to classes at university, going out with friends How she faced her fear: watched documentary and decided to face fear, called friend and went outside, small distance at first Answer Key 1 of 3 of 5 help 7 you 2 hear 4 and 6 for 8 give 9 To act out a dialogue using prompts • Explain the task and give Ss time to rear prompts and then complete the task in pairs i the Useful Language provided in the box. this diagram on the board for Ss to follow. Amy’s problem started when she was on the bus one day It was rush hour and the bus was packed. She felt hot, her palms were sweating, her heart was racing and she found it difficult to breathe. She was very frightened - it was her first panic attack. Amy was afraid of having more panic attacks, so she stayed at home. She stopped going to classes at university and she stopped going out with her friends. However, after she watched a documentary about agoraphobia, she decided to face her fear. She called her friend and went outside. She was very frightened and she only went a small distance at first, but gradually she began to get better. Play the video for Ss and elicit their comments at the end. Express concern. ------ Show sympathy. Give advice Give another piece of advice Give another piece of advice В Explain what is wn Explain this didn’t Respond. Respond. • Monitor the activity around the class and the some pairs to act out their dialogue in front i class.
6 (T/F statements) To listen for specific information • Ask Ss to read the sentences and then play the recording and ask Ss to decide in closed pairs if each one is true or false. • Check Ss’ answers. Answer Key IT 2 T 3 F 4 T Suggested Answer Key A: You don’t look very happy Are you OK? В: I have to give a presentation tomorrow an terrified. A: Oh no. I’m sorry to hear that. You must be nervous. Why don’t you imagine yourself gi\ great speech? That might help to relax you. B: I’ve tried that before. It didn't really help. A: What about if you take deep breaths, don't about getting it perfect and just relax ar yourself? B: That’s not a bad idea. A: I’m sure if you go over your notes then get ar night that will help, too. B: Good idea! I’ll give it a try. for Ex. 10 see p. 68(T) В 3 C 1 6 a) 3 a 4 d b) To practise giving advice Give Ss time to make sentences as in the example and elicit answers from Ss around the class. Suggested Answer Key If I were you, I’d try meditating or doing yoga. By doing this, it will help you to study and relax. You should speak to a psychologist. This way, they will help you get over your fear of these creatures. It would be a good idea to try to breathe deeply and look your audience in the eye. Then, their approving nods will give you the encouragement you need from them. Answer Key 1 c 2 jjft) To match problems to advice; to make connections • Explain the task and read out the example. • Ask Ss to read the advice and the problems and match them. • Check Ss’ answers around the class. Ijgy To identify & practise opening/closing remarks Give Ss time to complete the task and then check Ss’ answers around the class. Suggested Answer Key It must be awful to be afraid of dogs, but I think I can help you get over it. = I’m so sorry to hear that you are so afraid of dogs, but I think I can help. I really hope these ideas are useful. Let me know how you get on. = / hope I’ve been of some help. Write and tell me how you get on.
f(y' To read for specific information • Ask Ss to read the model and find the answers to the questions. • Check Ss’ answers around the class. Suggested Answer Key Dan’s advice is to watch dogs from a distance to gradually get used to them. He also advises taking a friend’s dog for a walk to gain confidence and see there’s nothing to fear. Finally, he advises seeing a professional who will know exactly how to help him. Answer Key A 2 jjp To read a model essay and match paragraphs to content • Give Ss time to read the model and match the contents 1-3 to each paragraph A-C. • Check Ss’ answers. To analyse a rubric • Ask Ss to read the rubric. Elicit which are the key words and ask Ss to underline them. • Give Ss time to answer the questions and then check Ss’ answers. Answer Key Key words: extract, email, English-speaking friend, Jake, afraid of dogs, What can I do? write an email giving advice, 120-180 words 1 I’m going to write an email giving advice to my friend, Jake. 2 I will write in informal style because he is my friend. 3 b,c 4 watching dogs from a distance, take a friend’s dog for a walk, talk to a professional а) To identify functional language Elicit which words/phrases in bold in the model perform the function mentioned. Answer Key The best thing to do is tollf I were youlyou could = gives advice This way /Then = expresses a result b) Ш To practise functional language Give Ss time to complete the task and then check Ss' answers. Answer Key The best thing to do is to = You should If I were you = It would be a good idea to You could = Why don’t you... ? This way = If you do this Then = By doing this | |||||||||
| ENDING THE LESSON | Ss discuss what they learnt at the lesson. | |||||||||
| 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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