English Lesson Planner

Stress - B1 level

Stress
B1 level

Description

In this lesson, students get a chance to read about & discuss the topic of "stress". They first read about certain causes & symptoms of stress that they may in their daily lives, engage in skimming & scanning exercises afterwards, and finally talk about which jobs/situations challenge them as most stressful. If time allows, they will also discuss ways of dealing with stress.

Materials

No materials added to this plan yet.

Main Aims

To provide gist and scan reading practice using a text about stress in the context of daily life/work

Subsidiary Aims

To provide fluency speaking practice in a pair/group discussion re ways of dealing with stress

Procedure (45-55 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Ss look at the pictures on 'slide 1' & discuss in pairs what they see (2min) T asks "So, what do you see in the pictures?" & elicits "stress" & "daily life" (also possibly any vocab relevant to stress). T introduces the reading task: "So today, we're going to read about ..." (elicit & confirm stress) "and ways of ..." (elicit dealing with stress).

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

1st phase: 1) T shows 'familiar' health problems (Slide 2) and elicits responses from ss in the form of gestures and miming. 2) T gestures/mimes & elicits the words, making sure they pronounce/know how to use them correctly. 2nd phase: Individual Ss match vocabulary items to their meanings (HO1) Ss check in pairs T elicits feedback highlighting the important features of use T provides the answer key (Slide 3)

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T holds up the article about "stress" & asks ss to read it quickly to find which title (Slide 4) best matches the passage - Use ICQs to check understanding of instructions - Set time limit: 2min Individual Ss read the passage silently and choose the best title Ss discuss in pairs "which title they chose & why" T asks for f/b.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T shows the detail questions to the ss and asks them to answer them by reading the passage individually in more detail - Use ICQs to check instructions - Go around & monitor SS compare their answers with a partner Show the Qs (Slide 5) & hand early finishers markers to write their answers Finalize by taking f/b.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Arrange ss in groups of 5 (or fewer) Model the task: hold a card, tell about daily stress factors in a job & elicit answers Hand out the cards: Ss describe the stress factors in a particular job; other group members guess the job and add to the causes for stress Take f/b by showing Slide 6 If time allows: Ask ss to discuss in groups "the things that cause them stress in their jobs"