Module 5 “Stress and Fear ”        Lesson 10

LESSON: Module 6 Lesson 10

The theme: CLIL “Art & Design”

Date:

Teacher’s name:

Class:                                                  Number present:                 Number absent:

 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

All learners will be able to:

listen and read for specific information (complete sentences), to discuss the content of a text

Most learners will be able to:

research, make notes and present a sculpture, to listen and read for specific information

Some learners will be able to:

research, make notes and present an art gallery in Kazakhstan

Verbs ((depict, resist, convey, pour, cool, harden, gather)

Nouns (stone, metal, wood, butter, ice, material, quality, hillside, carving, casting, mould, modelling, clay, assembling)

 Adjectives (long-lasting, temporary, realistic, abstract)

Phrasal Verbs (chip away, melt down)

Learners have met the learning objective if they can: listen and read for specific information (complete sentences), discuss the content of a text, research, make notes and present a sculpture, listen and read for specific information, research, make notes and present an art gallery in Kazakhstan

Explore the themes of “Stress and Fear”

Stress and Fear

Using Video, working with URLs

Plan

Planned activities

 9 a) To match advice to results; to make connections between ideas

Explain the task and give Ss time to complete it.

Elicit various answers from Ss around the class.

Suggested Answer Key

1b   2 a  3 c

b) МШ To practise giving advice

Explain the task and give Ss time to complete it following the example.

Check Ss’ answers around the class.

Suggested Answer Key

If I were you, I’d imagine myself at the barbecue feeling relaxed and confident. This way, you’ll enjoy the barbecue as you’re already expecting to. Why don’t you ask a friend to go with you? If you do this, you won’t have to face your fear alone. Also, it would be a good idea to focus on other people instead of your feelings. If you follow this advice, you will hopefully forget your anxiety and start enjoying yourself.

To introduce the topic

• Direct Ss’ attention to the picture. Read out the questions and elicit answers from various Ss around the class.

• Play the recording. Ss listen and follow in their books and check if their guesses were correct.

Suggested Answer Key

This person feels anxious. Stressful situations can make someone feel like this. They can deal with it by talking to someone, doing exercise, eating well and laughing.

To read for general meaning

• Give Ss time to complete the task in closed pairs.

• Check Ss’ answers.

Answer Key

1 В       2 C 3D                    4 A

• Refer Ss to the Check these words box and

explain/elicit the meanings of the words or ask Ss to use their dictionaries to look them up.

Suggested Answer Key

deal with (phr v): to take action to change a situation

anxiety (n): the feeling of severe worry

worry (n): the feeling of thinking about sth unpleasant

that you cannot do anything about

nervousness (n):the feeling of being worried and afraid

unease (n): the feeling that sth is wrong

tip (n): a piece of advice

cope with (v): to deal with

distract (v): to direct attention away from sth

puzzle (n): a game where you join pieces together to

make a picture

troubles (n): the things that make you feel worried, stressed, sad, etc

light (adj): (of exercise) not very tiring or difficult lift (v): (of mood) to make happier mood (n): the way a person feels longer-lasting (adj): exiting for a long time chemical (n): a substance created from a reaction of atoms

brain (n): the organ in your head which controls your body

serotonin (n): a chemical in your body that affects sleep, mood and memory

dopamine (n): a chemical in your body that affects your nervous system

pumping (v): (of the heart) to beat strongly

energised (adj): full of energy

caffeine (n): a substance found in coffee and tea that

can make you feel less tired

processed (adj): (of food) having been treated, not

straight from nature

affect (v): to influence

whole grains (n): the seeds from cereal that have

not been processed

relieve (v): to make sth better/less

fight (v): to make an effort to stop sth

virus (n): an illness e.g. flu, the common cold

heal (v): to make sth better

wound (n): a large cut or graze on the body

lose its hold (idiom): to have less control

• Play the video for Ss and elicit their comments at the end.

з m To discuss the topic

• Explain the task.

• Give Ss time to discuss ideas in closed pairs and write their sentences.

• Ask pairs to read their sentences to the class. Suggested Answer Key

A: You can distract yourself from what is worrying you by hanging out with your friends.

B: That’s true. You can also go to the gym or go for a run because exercise helps lift your mood.

A: Yes. Also, by eating nuts, broccoli, yoghurt, whole grains and berries you can improve your mood.

B: That’s right, and you should avoid caffeine because it puts you in a bad mood, etc

for Ex. 4 see p. 73(T)

 Culture Spot To read for general information

• Elicit answers from the class.

• Allow Ss to read and listen to the text, then check the answer.

Answer Key

The title means keep calm and don't get upset.

• Play the video for Ss and elicit their comments at the end.

2 To personalise the topic

• Explain the task.

• Give Ss a few minutes to write their sentences.

• Ask Ss to read their sentences to the class.

Suggested Answer Key

A typical characteristic of the Kazakh people is our hospitality. И/е often invite people to our homes for a meal, and we might think they are rude if they refuse! И/е enjoy sharing what we have, and this is a tradition that dates back centuries. There is a saying in Kazakhstan, “Kazakh hearts are like the steppe - wide, kind and generous!’

Ss discuss in groups the activities they did at the lesson.

Additional information

Assessment – how are you planning to check learners’ learning?

Cross-curricular links

Health and safety check

ICT links

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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