To provide gist and detailed listening practice using a track about stress
To provide fluency and accuracy speaking practice in a conversation in the context of stress
Procedure (45-55 minutes)
As a warmer stage, I will show a big picture of a worried and stressed person and ask students to describe the image. In order to involve everybody, I will help them by asking, what do you see in the picture, is the person worrying about something, is she stressed, is she having some problems etc.
A handout showing the picture of a stressed person will be given to each student. Down below the picture they will have to think about some possible answers to the question about when do people can feel stress and choose some of them by ticking. They also have to add one more idea to by answering to the question by themselves. The exercise will be done in pairs. Still as part of the pre-reading task, I will introduce some new vocabulary in order to have a better comprehension of the listening by trying to remove some potential unknown words that could block the comprehension of the listening. I will try to elicit the words "reduce" and "run-down". I will also use some CCQ's like: Can I reduce my stress by doing some sport? Yes Can I reduce my stress by going out with my friends? Yes Can I reduce my stress by working more in the office? No Can I become run-down by working too much? Yes Can I become run-down by having too much classes? Yes Can I become run-down by having a nice evening with my friends? No
In this stage student will focus on some listening for gist. Before the task, short and clear instructions will be presented and the handouts will be given. During the instruction stage, a particular attention will be paid to explain that the students are not allowed to look at the bottom of the handout beacuse it contains the right answers. Students are supposed to listen to the track speaking about stress. After the listening, they will have to find out what ideas and topics does the track mention by circling. They will check their answers in pairs. As a feedback, ss will use the bottom part of the handout to discover the right answers.
In this second listening, ss will have to focus on some details. Before the task, the instructions will be briefly explained and the handouts will be distributed. Once again, the students are not allowed to look at the bottom part of the handout containing the answers. The handout is containing some charts with sentences issued from the listening and students will have to find out if they are belonging to one of these categories (causes of stress, syptoms of stress, ways to reduce stress). As it is a detailed listening, it will be played twice. Students are working alone but will check their answers in pairs before the feedback.
As the sub-aim and final task of my lesson, ss will practice some speaking. Before any task, short and clear instructions will be presented. Students will have to find out which sentence from the chart is causing a lot, a little or not any stress to them. They will also have to give an idea from themselves too. After they answer, they will discuss in pairs and share their opinions in form of a dialogue by trying to ask and answer to the questions of each other by explaining if the chart's situations are giving them any, a little or not any stress. They will present their dialogue to the class.