"Symptoms of stress"

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«"Symptoms of stress"»

Short-term plan

Unit: 5 Stress and fear

School: 151

Date:

Teacher’s name: Tairova Adilam Nurakhmedkyzy

Grade: 10

Number present:

Absent:

Theme of the lesson:

Symptoms of stress

Learning objective(s) that this lesson is contributing to and success criteria

10.L2 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.S3 explain and justify own and others’ point of view on a wide range of general and curricular topics

10.W2 use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

Lesson objectives

All learners will be able to:

understand the gist of specific information
make up, ask and answer for general questions
write advices how to reduce stress from 5-6 sentences

Most learners will be able to:

understand the gist of specific information and more details
make up, ask and answer for detailed questions
write advices how to reduce stress from 7-8 sentences

Some learners will be able to:

express their own opinion
write short essay how to reduce stress from 9-10 sentences

Previous learning

Revision

Plan

Planned timings

Planned activities

Resources

BEGINNING THE LESSON

2 min

(W) Organizational moment

(W) Greeting

(W) To introduce the topic

1 min

Lesson Objectives

Inform students about the objectives for the lesson.

Match definitions with the words (P)
Listen to the video (W)
Ask and answer for general and detailed questions (I)
Do the activity “Mind Map” (G)
Write advices how to reduce the stress (G)

PRESENTATION AND PRACTICE

5 min

Pre-listening:

(P) (FA)Definition Match

Students match the words with the definitions

is a steroid hormone, in the glucocorticoid class of hormones (cortisol)
a hormone produced by the body, for example when you are frightened, angry, or excited, that makes the heart beat faster and prepares the body to react to danger (adrenaline)
the possibility that something very bad will happen (treat)
the power and ability to be physically and mentally active (energy)
a measure of the pressure at which the blood is sent by the heart through the body (blood pressure)
any feeling of illness or physical or mental change that is caused by a particular disease (symptom)
to have an influence on someone or something (affect)

Descriptor

Definition	Point
Correct answer 1	1 point
Correct answer 2	1point
Correct answer 3	1 point
Correct answer 4	1 point
Correct answer 5	1 point
Correct answer 6	1 point
Correct answer 7	1 point
Total	7 points

Handout 1

15 min

(I) (FA)Listening

Before listening to the video the teacher asks the students some general questions.

How do you think what is this video about?
What do you know about stress?

1^st listening video

Students answer for general questions.

-Pay attention to details.

The teacher sets some detailed questions relating to the video.

What’s the stress? Why is stress bad?
What is the causes of stress?
What do statistics say about causes of stress?
Can you name symptoms of stress? How it affect for our body?
How do we make time for relaxation and fun?
How can we reduce the stress?

(W)The students listen to the video the second time for detailed comprehension

Students check answers to the detailed comprehension questions.

Descriptor

Questions	Points
1^st correct answer	1point
2^nd correct answer	1 point
3^rd correct answer	1 point
4^th correct answer	1 point
5^th correct answer	1 point
6^th correct answer	1 point
7^th correct answer	1 point
8^th correct answer	1 point
Total	8 points

https://www.youtube.com/watch?v=dERu8051t4w

Handout 2

5 min

(G) Speaking Post-listening task. Active method “Mind Map”

In this teaching activity, students do the activity where they have five minutes to speak what have they known about the topic.

Differentiation

All learners will be able to:

speak what they know about the topic (3-4 sentences)

Most learners will be able to:

speak what they know about the topic (5-6 sentences)

Some learners will be able to:

express the class their own opinion according to the theme (7-8 sentences)

Handout 3

(G) Writing Active method “ Advice game”

The teacher tell the class to write advices how to reduce the stress. In this fun teaching activity, students play a game where they have ten minutes to write down as many pieces of advice as they can for a given situation. In each round, students are given a different structure for giving advice to use. The class is divided into teams of three. A situation is written on the board, e.g. 'I just had a stressful situation'. Teams then have ten minutes to write down as many pieces of advice as they can for the situation using a certain structure, e.g. 'You should...'

Differentiation

All learners will be able to:

write advices how to reduce the stress (5-6 sentences)

Most learners will be able to:

write advices how to reduce the stress (7-8 sentences)

Some learners will be able to:

write short essay (9-10 sentences)

https://www.teach-this.com/functional-activities-worksheets/giving-advice

Handout 4

ENDING THE LESSON

(I)Feedback Active method “Snowstorm “

Ask your students to write down what they have learnt on a piece of paper, wrap it and make a snowball. Give them a signal to throw their paper snowballs in the air. Then they pick up nearby snowballs and read them aloud.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

(G) Speaking Post-listening task. Active method “Mind Map”

In this teaching activity, students do the activity where they have five minutes to speak what have they known about the topic.

Differentiation

All learners will be able to:

speak what they know about the topic (5-6 sentences)

Most learners will be able to:

speak what they know about the topic (7-8 sentences)

Some learners will be able to:

express the class their own opinion according to the theme

(G) Writing Active method “ Advice game”

Differentiation

All learners will be able to:

write advices how to reduce the stress (5-6 sentences)

Most learners will be able to:

write advices how to reduce the stress (7-8 sentences)

Some learners will be able to:

write short essay (9-10 sentences)

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

Pre-listening task

Descriptor

Definition	Point
Correct answer 1	1 point
Correct answer 2	1point
Correct answer 3	1 point
Correct answer 4	1 point
Correct answer 5	1 point
Correct answer 6	1 point
Correct answer 7	1 point
Total	7 points

Listening

Descriptor

Questions	Points
1^st correct answer	1point
2^nd correct answer	1 point
3^rd correct answer	1point
4^th correct answer	1 point
5^th	1 point
6^th correct answer	1 point
7^th correct answer	1 point
8^th correct answer	1 point
Total	8 points

Cross-curricular links: Self-knowledge
Health and safety check
ICT links: Values links: Positive attitude to the world around and maintaining ecological balance

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