Understanding why being scared is so fun – B2 (CEFR) Halloween 90′

Since it’s Halloween, I decided to plan a different Halloween Halloween-y lesson (because my students are 15-16-year-olds and way too smart).  I have decided to raise my students’ awareness towards the why we tend to laugh when we are scared. 

Material:

Google Slide: https://docs.google.com/presentation/d/1wwIXQe12AQb-bt4Fcwm9jDNweOfD2rfr2dKQ7KBlr7w/edit?usp=sharing 

Video 1: https://www.youtube.com/watch?v=fuYR5rPADrA 

Video 2: https://ed.ted.com/lessons/why-do-we-like-to-scare-ourselves-margee-kerr 

 

[Slide 1] 

1.Introduction of the topic of the lesson: “Understanding why being scared is so fun” 

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: Teacher checks whether students are on the same page. 
  • Feedback: only if needed.
  • Step: The teacher shows the topic of the lesson to students and clarifies it if necessary.

 

[Slides 2-5] 

2. Lead-in 

[Slide 2] 

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around and has fun with the students’ guesses. 
  • Feedback: Focus on Vocabulary and pronunciation.
  • Step: Students are going to try to make a connection between Andy (Ellen Degenere’s producer, Ariana Grande and the American Horror Story Tv series or scenario. 

What is the connection between these?

[Slides 3, 4] Vocabulary work

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 15′
  • Monitoring: Teacher plays the video. And after walks around the room checking students’ contributions. 
  • Feedback: Focus on Vocabulary and pronunciation.
  • Step: The students watch Video 1 and answer: Ariana Grande and Andy (Ellen’s producer) go to the American Horror Story’s house for an adventure. How have they reacted? 

Appalled

Horrified

Petrified

Unnerved

Psyched-out

Daunted

[Slide 5] Linker – Setting the Scene

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around and has fun with the students’ guesses. 
  • Feedback: Focus on Vocabulary and pronunciation.
  • Step: The students have to say why they have laughed a lot at their reactions? 

[Slide 6] 

3. Video 2 – Task 1

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 7′
  • Monitoring: Teacher plays the video. And then, walks around and has fun with the students’ guesses. 
  • Feedback: Focus on Vocabulary and pronunciation.
  • Step: Students watch Video 2 and are asked to tell their pair what you have gathered from the video.

[Slide 7] 

4. Video 2 – Task 2 (0.33′-2.10′)

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 10′
  • Monitoring: Teacher walks around and has fun with the students’ guesses. 
  • Feedback: Focus on Vocabulary and pronunciation.
  • Step: Students watch only that part again, if necessary and discuss the meanings of the chunks in bold. 

“Fear has a bad rap…”

“This automatic response can jumpstarts systems that can aid in survival”

“This explains why some people are more prone to thrill-seeking than others”

“Some may love the dizziness associated with a loop-de-loop

[Slide 8] 

5. Video 2 – Task 3 (2.47′-2.50′)

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around and has fun with the students’ guesses. 
  • Feedback: Focus on Vocabulary and pronunciation.
  • Step: Students watch only that part again, if necessary and say whether they agree with the following statement.

“This is true even if we know we are not really in any danger. Our thinking brains may know the zombies aren’t real, but our bodies tell us otherwise.”

[Slide 9] 

5. Video 2 – Task 4 – Follow-up

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 10′
  • Monitoring: Teacher walks around and has fun with the students’ guesses. 
  • Feedback: Focus on Vocabulary and pronunciation.
  • Step: Students are going to answer the following more meaningful questions, using the vocabulary presented so far. 

Do you agree that fear has a bad rap? What other feelings work like that?

What typically jumpstarts your fearsome feelings?

When you participate in horror events, are you prone to be daunted easily or do you take longer to be so?

Do you love the dizziness associated with a loop-de-loop? 

[Slide 10] 

6. Video 2 – Task 4 – (3.15′-3.40′)

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around and has fun with the students’ guesses. 
  • Feedback: Focus on Vocabulary and pronunciation.
  • Step: Students are asked to agree/disagree and give more examples of these.

“In fact, the part of the brain that is active when our friend screams, are active in us when watching them”

[Slide 11] 

7. Wrap-up

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 20′
  • Monitoring: Teacher walks around and has fun with the students’ guesses. 
  • Feedback: Focus on Vocabulary and pronunciation.
  • Step: Students are asked to tell scary stories that made them laugh and also use the vocabulary presented. 

Can you remember a time you were both scared and felt like laughing? What happened?

[Slide 12] 

8. Revisit the topic of the lesson

  • Interaction: T-SS 
  • Timing: 5′
  • Monitoring: Teacher walks around and has fun with the students’ guesses. 
  • Feedback: Only if needed.
  • Step: Ask ss to systematise what they have learnt and also list the words acquired. 

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

One thought on “Understanding why being scared is so fun – B2 (CEFR) Halloween 90′”

  1. great!!!! thank you!!

    El lun., 29 de oct. de 2018 a la(s) 07:06, Keep up with Beatriz Solino ( comment-reply@wordpress.com) escribió:

    > beatrizsolinoelt posted: “Since it’s Halloween, I decided to plan a > different Halloween Halloween-y lesson (because my students are > 15-16-year-olds and way too smart). I have decided to raise my students’ > awareness towards the why we tend to laugh when we are scared. Material: ” >

    Liked by 1 person

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