Short-term plan Lesson # 15
Unit: 6 Сapabilities of the human brain | College of Agrobusiness & economical | |||||||||||||
Date: 11/12/2023 | Teacher’s name: Jakassova G.E | |||||||||||||
Group: 1 VF-20 | Number present: | Absent: | ||||||||||||
Theme of the lesson: describing the symptoms of stress & giving advice how to reduce stress | 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 | |||||||||||||
5 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 15 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) ahormoneproduced by the body, for example when you are frightened,angry, or excited, that makes the heartbeatfaster and prepares the body to react to danger(adrenaline) thepossibility that something very bad will happen(treat) thepower and ability to be physically and mentallyactive(energy) ameasure of the pressure at which the blood is sent by the heart through the body(blood pressure) anyfeeling of illness or physical or mentalchange that is caused by a particulardisease(symptom) to have an influence on someone or something(affect) Descriptor
| |||||||||||||
| Handout 1 Action for Kazakhstan Science school students book 10 th grade | ||||||||||||||||||||||||
25 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? 1st 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
| https://www.youtube.com/watch?v=dERu8051t4w Handout 2 | |||||||||||||||||||||||
10 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 Action for Kazakhstan Science school students book 10 th grade https://yandex.kz/video/preview/6144677027952360057 | |||||||||||||||||||||||
min | (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 min | (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” 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) | Assessment – how are you planning to check learners’ learning? Pre-listening task Descriptor
Listening Descriptor
| Cross-curricular links: Self-knowledge | |||||||||||||||||||||||||||||||||||||||||
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 | ||||||||||||||||||||||||||||||||||||||||||
