MINISTRY OF EDUCATION, CULTURE AND RESEARCH OF THE REPUBLIC OF MOLDOVA

General Department Education, Culture, Youth and Sports, Chișinău

Theoretical Lyceum of Foreign Languages “Mihai Eminescu”

Didactic Project

Topic: “The Science of Stress”

Made by: Svetlana Lungu,

English Teacher,
st
1 Teaching Degree
Date: Wednesday, the 14th of November, 2018
Teacher: Svetlana Lungu
Institution: Theoretical Lyceum of Foreign Languages “Mihai Eminescu”, Chisinau
Form: 10th B
Topic: “The Science of Stress”
Textbook: Close Up B1+
Communicative Area: Talking about stress and ways to cope with it.
Vocabulary: Words and idioms related to stress.
Type of the Lesson: Knowledge acquisition
Time: 45 minutes

Sub-competences:
2.1. Identifying the general meaning of a message, formulating the main idea in a statement.
2.6. Participating in verbal interactions on familiar topics in everyday life situations.
3.3 Selecting the information from texts to perform a structured assignment.
3.4 Decoding the meaning of unfamiliar vocabulary from the context, through associations or reference materials.
4.1. Writing response letters expressing opinions on topics related to the concerns of young people
7.2 Watching videos, containing information about the given topic.

Operational Objectives:
By the end of the lesson students will be able to:
 recognize stressful situations;
 use techniques of coping with stress;
 speak about stress using appropriate vocabulary;
 give written recommendations to people suffering from stress.
 Lesson Scenario

No. Sub- Stages of Learning Activities Methods Resource Time Evaluation

competences the Teacher’s Activity Students’ and s
Lesson Activity Techniques
The teacher greets the students: The students greet Conversation 2 min
 Hello! How are you the teacher:
today?  Hello! We are
fine, thank
The teacher introduces the guests you!
to the students:
 Today we have a special
1. Evocation day, because we have
some guests at our lesson.
They came to enjoy your
activity today. 4 min
Warm-up Activity The students name Pictures Food
Identifying the On the screen are displayed the types of desserts Anagram showing Vocabulary
general some pictures showing various they see in the different
meaning of a desserts. pictures. types of
message,  Look through the pictures desserts.
formulating the and tell me what do you
main idea in a see in the pictures?  Desserts!
statement.  Label them under a
category.  Stressed!
 Look at the word
“desserts” and solve the
anagram, make up a new
word out of these letters.
 Well done!
Stressed spelt backwards is Conversation
desserts. The students express
 Is it coincidence or maybe their points of view
there is a relation between answering the
the words? teacher’s question.
2. Meaning A test, an annoying little brother 3 min Sentence
Realization or sister, a bad haircut can all end Building
up in a lot of stress. What stresses
you out? How do you feel in such
situations?
Today we are going to find out
more about stress.
 We will learn how to
recognize stress and how
to cope with it in our
everyday life.

Participating in  What are the most Students identify the Survey Diagram
verbal common sources of things that are most
interactions on stress? Let’s have a look stressful for the
familiar topics at the results of the survey majority of them and
in everyday life I’ve conducted with you bring arguments to
situations. before the lesson and see explain the results of
what stresses you out the survey
most of all.

 Analyze the diagram

attentively and make a
conclusion based on it.

Mind Map Students work in 6 min Ordering Ideas

 Do you think all living groups. They identify Mind Map A3 Paper
things get stressed? possible sources of “Stressors” Coloured
Selecting the stress for the paper leaves
information following groups. Glue
 You are going to work in
from texts to Babies
groups and identify
perform a Animals/ Plants
possible sources of stress
structured Teenagers
for the following
assignment. Old People
categories: babies,
They create mind
animals/ plants, teenagers,
 old people. maps under the
heading “Stressors”

 All the sources of stress

you have mentioned are
called stressors. They are
things that cause stress.
Stress is the way we react
or respond to stressors.

The students read

Decoding the Introducing the new attentively the new Vocabulary
meaning of vocabulary vocabulary and guess Guessing Pictures 3 min Predicting
unfamiliar  Let’s discover some new the meaning of the Game skills
words and idioms related words.
vocabulary
to the word “stress”!
from the
context, through The teacher presents the new
associations or vocabulary. Students read the text
reference and accomplish the
materials. Reading exercises on the Silent Worksheets Reading
The teacher gives students an worksheet. Reading with the 6 min Comprehension
email for reading. Strategy reading
Identifying the  Read the email, paying passage and
general attention to the use of the exercises
meaning of a new words. In groups (b, c)
message, decide upon the correct
formulating the variant to complete the
main idea in a comprehension exercises
statement. on the worksheet.
 What causes stress in this
family?
 What advice/ 3 min
recommendations would
 you give to this family to Students work in
improve the situation? groups. They make a
Participating in Stress Signs and Symptoms poster with signs and Poster Design Paper, 5 min Speaking skills
verbal  Recall recent situations in symptoms of stress. Markers, Structuring
interactions on which you felt stressed Handouts Ideas
familiar topics out. Discuss with your with Signs
in everyday life group mates and identify and
situations. signs and symptoms of Symptoms
stress. of stress
 How did your Body,
Mind, Feelings, Students watch the
Behaviour signal that you video.
Watching are under stress? Video: Stress Computer, 6 min
videos, Management Internet Listening skills
containing Video Watching Vocabulary
information  Watch attentively the Comprehension
about the given video about managing
topic. stress. While watching
write down the ways of
managing stress
suggested in the video.
 Now let’s try to
paraphrase these methods Acrostic Copybooks
and write an acrostic.

Plan your activities = Scheduling

Sleep = Treat your body well
Walk in nature = Relax
Exercise = Exercise Students make up an
Socialize = acrostic in groups.
Laugh = Smile 2 min
Writing poems
 It’s your turn now to
make an acrostic using
your own stress
management techniques.
Participating in Reflection Self-Reflection
verbal  Is all stress bad? Why? Students reflect on Discussion 3 min Expressing
interactions on  Consider the positive side the teacher’s question Ideas
familiar topics of stress and recall a and express their
in everyday life situation when the stress opinions towards it.
situations. you were under helped
you, gave you more
energy, concentration,
creativity, motivation, etc.
Writing Extension Stress Mail Activity Students take notes Note Taking Copybooks 2 min Writing emails
response letters Everyone is stressed about about the homework
expressing something. You decide to reduce they have. Pens
stress level in people’s lives by
opinions on
creating a new internet service Worksheets
topics related to called Stress Mail. A stressed-out with the
the concerns of person can write you an email Stress Mail
young people and you’ll respond by providing Activity
suggestions for dealing with the
stress.
Read the email on the handout,
choose one and write a response.
Make sure to:
- Identify what’s causing
the person’s stress;
- Provide one or two ways
for reducing stress;
- Offer a suggestion for
avoiding stress in future.

And if we have said at the

beginning of the lesson that
stressed spelt backwards is
desserts, let’s take the first step
and avoid overpass today’s
stressful moments and treat
ourselves with some chocolate.
 The lesson is over. Thank
you for your productive
work. Good buy! Have a
wonderful day!