Martin Krueger Martin Krueger

Stressed out? get well
pre intermediate level


in this lesson Ss will be exposed to the present perfect for unfinished time


Abc slide show
Abc questions from Student book
Abc word selection and hinted gap fill
Abc create sentence with guide, make questions

Main Aims

  • To provide review and practice of present perfect for unfinished time in the context of stress

Subsidiary Aims

  • To provide fluency speaking practice in a role playing activity in the context of stgoing to the doctor to share about stress


TEST 2 exercises from work book presented as test (8-10 minutes) • To gauge students' prior knowledge of the target language

T will distribute the exercise first thing when Ss arrive at class. "two exercises, do them alone" ICQs "alone or in pairs?" (alone) "talking or quiet?" (silent) "can we get help from our neighbor? (no) T will monitor, taking special note as to which problems are problematic when the majority of the Ss have finished, "if you are not finished, OK, now we are going to check" T will display answer key on slideshow "hands high if you got number 1" etc. until all questions are completed T will not give explainations if Ss ask, T will say "later, we will learn it later" base on results, T will determine how much the lesson should focus on the form & meaning of the TL and how much should focus on practice. If a lot of Ss struggle on the 1st exercise, extra time should be spent on meaning. if a lot of Ss struggle with the 2nd activity, extra time should be taken with form. the less time required for these two, the more time Ss will have for controlled and free practice of TL

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

meaning T will ask Ss to help complete the two speech bubble phrases in the slideshow. T will start with just the simple past in both cases and ask "is it acceptable?" (yes) then T will add 've suffix to the subject and again ask Ss if it is accepable T will move speech bubble in slideshow program asking again, "is it acceptable?" T will ask Ss to explain why, in the case that they don't understand, T will explain T will also contrast with simple past, emphasizing that "today" is unfinished time [form + pronunciation] T will contrast the "I have" form and "I've" form on WB and ask Ss which is correct... T will reveal quickly that both are correct but that the contracted is much more common T will drill Ss, first all at once, then one by one T will reveal negatve and question forms, drilling Ss by pointing at words

Test # 2 controlled practice (12-16 minutes) • Check students' use of the target language again and compare with the first test

Ss will do activity 2 & 3 alone then pairs T will show example on board, #2 since that could confuse Ss T will monitor, providing correct answers if needed if Ss are doing well, feedback will be done quickly if time permits, Ss will complete ex 4 & 5 in the same fasion Which number? (correct number) CCQs "alone or in pairs?" alone

Free practice (8-10 minutes) • To provide students with free practice of the target language

T will show slide of therapist and patient. "who is stressed here?" what are they saying? elicit some samples from Ss ERASE and remove slide T will hand out role cards and set up line of therapists "docotors" and an opposing line of "stressed people" CCQs "english or turkish?" T will collect 2-3 incorrect sentences for delayed correction

Web site designed by: Nikue