Unit:5

Stress&Fear

Teacher’s name:

Date:

Grade:10

Number present: absent:

Theme of the lesson:

Stress and fear

Learning objectives(s) that this lesson is contributing to:

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics

Lessonobjectives:

All learners will be able to:use some target vocabulary successfully

Most learners will be able to:answer questions

Some learners will be able to:vocabulary, questions, tell situations connected with new theme

Value links:

Respect each other, study well, be diligent, be calm in any situations

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

5 min.

Revision of previous lessons materials with the help of the teacher.

Differentiation: «Verbal support» T asks different questions connected with the theme and tries to help Ss to give the correct answer. T asks leading questions to clarify the theme to the Ss who needs T support.

Ss give their possible answers. After that T introduces the aim and theme of the lesson.

Questions:

1. How many planets are in the solar system?

2. What special conditions are needed for a tornado to form?

3. How many days does it take for the Moon to orbit the earth?

Aim:Revise the previous lessons material.

Efficiency:Ss refresh their mind before starting new theme.

Descriptor:

-answer the 1st-question

- answer the 2 nd-question.

- answer the 3 rd-question.

Total: 2points

Encourage Ss who can name object that is connected with new lesson.

Whiteboard

Cards

Students Book

Middle of the lesson

Presentation part.

8min.

Direct attention to the pictures and the graph

Give Ss time to match them.

Aim: to introduce the topic and present new vocabulary

Efficiency:

Ss develop their reading and speaking skills.

Exercise 1:answer the question

-choose the right answers

-read the sentences correctly

2points

Whiteboard

Pupils Book

Poster

11 min.

Give Ss time to choose the correct words and then ask to check their answers by looking up the meanings of the words in the Word List at the back of the book.

Aim: to introduce new vocabulary in context

Efficiency: to enrich Ss’ vocabulary

Differentiation: «Librarian» method is used to develop their vocabulary knowledge.

Exercise 2 a

Choose the correct word

Descriptor:

-choose the right answer

Total: 2points

Whiteboard

Students Book

Poster

6min.

Elicit which sentences match which pictures from Ss around the class.

Aim: to match sentences to pictures

Differentiation: Verbal support

Exercise 2 b

Answer the question

Descriptor:

-match correctly

-pronounce words correctly

-answer the question correctly

2 point

Whiteboard

Students Book

10min

“Words of Wisdom” direct Ss’ attention to the quotation and ask Ss to discuss what it means

“Nothing in life is to be feared. It is only to be understood” (Marie Curie)

T praise active Ss with phrases such as: “Good job!

Well done!”

Whiteboard

Students Book

Ask Ss to talk in pairs about which situations make them feel the most uncomfortable.

Aim:to personolise a topic

Differentiation: Verbal support

Exercise 3 answer the questions

Descriptor:

-read the words correctly

-make sentences without mistakes

- 2points

Whiteboard

Students Book

End of the lesson.

Reflection

5 min

The Ladder method was used as a reflection. T asks SS to stick their stickers to the Success Ladder

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim:To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation:«Conclusion» method is used to finish the lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Poster.

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?

Health and safety check
ICT links

• Students support each other.

• More capable students will be given more challenging material to work with in order to allow them to be more challenged.

• The students will be supported by the teacher during independent work.

• The teacher and students will give brief feedback.

• ICT