Module 5 “Stress and Fear ”              Lesson 11

LESSON: Module 6 Lesson 11

The theme: “Progress Check”

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:

read for specific information (T/F/DS statements), practise Everyday English in exchanges, vocabulary and grammar from the module, listen for specific information (gap fill), write an article

on the topic “Imagination & Creativity”

Learners have met the learning objectives if they can: read for specific information (T/F/DS statements), practise Everyday English in exchanges, vocabulary and grammar from the module, listen for specific information (gap fill), write an article

Explore the themes of “Stress and Fear”

Stress and Fear

Using URLs

Plan

Planned activities (replace the notes below with your planned activities)

 1 To read for specific information (multiple choice)

Ask Ss to read the questions 1-5 and the answer choices.

Give Ss time to read the text and choose the correct answer for each question.

Check Ss’ answers. Ss justify their answers.

 3 To practise choosing the correct re;

Explain the task.

Ss complete the task.

Check Ss’ answers.

Answer Key

1a 2 a 3 b 4 1

A

В

Answer Key

D (£7-8)

D (£15-16)

A (£25-26)

(£31)

(whole text)

Ш To consolidate information in a text

Give Ss time to answer the questions.

Remind Ss not to copy from the text but to paraphrase the information in their own words.

Check Ss’ answers around the class and ask for justifications from the text.

Suggested Answer Key

A mix of liver and tuna called shark bait attracts the sharks. (... our guide would pour shark bait - a mixture of liver and tuna - into the water. Sharks can pick up the scent of blood and meat from a mile away.)

He was scared at first and then excited. After the experience he was glad he had done it. (I just hoped we wouldn’t be on the menu.... I felt the thrill of seeing this marvellous creature face to face.)

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

Ex. 4 from p. 72(T)

When I feel like that, I distract myself from worrying me by hanging out with my frit watching a film. Also, I have read that by eati broccoli, yoghurt, whole grains and berries improve your mood. Avoid caffeine as it ca you moody.

Hope this helps. Write back and let me knov goes.

Yours,

Lucy

To write an email giving advice;

to personalise the topic

Explain the task.

The emails can be written in class or at home.

Ask some Ss to read out their emails.

Suggested Answer Key From: Lucy To: Sue

Subject: Dealing with anxiety Hi Sue,

I’m sorry to hear you’re feeling so anxious. I think I can be of help.

Suggested Answer Key From: Lisa To: Jane

Subject: How to overcome your fear Hi Jane,

I’m sorry to hear that you are afraid of flying. It must be awful for you, but I think I can help.

If I were you, I’d try to face my fear and do some Internet research about flying. If you do this, you will learn about how safe it is. Also, it would be a good idea to try relaxation techniques such as meditation and concentrate on your breathing. By doing this, you will hopefully forget your anxiety and feel relaxed. Finally, why don’t you see a doctor and ask him for some anti-anxiety medication? This way, you will feel relaxed and calm and able to enjoy the flight.

I hope my advice helps you. Let me know what happens.

Competences

Ask Ss to assess their own performance in the module by using ticks according to how competent they feel for each of the listed activities.

Explain the task.

Ss complete the task.

Check Ss’ answers around the class.

1Й> To practise sentence transformations

Answer Key

 has been linked/is linked 4 was written

 can be used 5 is known

will be monitored

To consolidate grammar from the module

Explain the task.

Ss complete the task.

Check Ss’ answers around the class. Ss justify their answers.

Answer Key

 stood      3 sheet 5 beating

 shake     4 sweating

Explain the task.

Ss complete the task.

Check Ss’ answers.

jjgp To consolidate vocabulary from the module

Answer Key

by herself

by myself

were asked

is sometimes used

will be asked

To listen for specific information (T/F/DS statements)

Ask Ss to read the statements 1-6.

Play the recording twice. Ss listen and mark the statements accordingly.

Check Ss’ answers.

Answer Key

 DS 3 7  5 7

 7 4 F 6 F

To write an email giving advice

Explain the task.

Give Ss time to plan and complete their work and then check Ss’ answers. Ss can use ideas from the recording in Ex. 8.

Alternatively assign the task as HW and check Ss’ answers in the next lesson.

Competences

Ask Ss to assess their own performance in the module by using ticks according to how competent they feel for each of the listed activities.

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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