Gonzalo García Gonzalo García

When clauses, imperatives
A1+ level

Description

In this lesson, students will be able to review when clauses, whenever talking about stress, problems, and what actions they take to maintain health by brainstorming solutions, and a focus on procuring proper language. finalizing with a written report

Materials

Abc Coursebook source
Edit?usp=sharing?size=16&default=html exposure language stage
Abc Google drive
Abc Presentation
Abc Text
Abc Group chat
Abc notebook

Main Aims

  • To provide practice of when clauses in the context of dealing with stress

Subsidiary Aims

  • To provide process writing practice of a text message in the context of instructing a person on what to do to avoid stress

Procedure

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

Ask students what people usually do when they feel stressed. Make a list on the board. Don’t insist that students make a full sentence with a when clause, but if they produce one spontaneously, write the whole sentence on the board. What are the most common things people do when they feel stressed? Are they healthy or unhealthy? SS must talk in pairs

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

Tell students they will read in slide 3 a text with some ideas on how to deal with stress. Have them practice reading and answering slide 4. Elicit instructions and check understanding with a student.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

Ask students to send in the chat suggestions on how to deal with stress, with sickness, with traffic, and with a lot of homework. AI answers/ translations will be disqualified.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

Have students vote by liking and hearting the best advice. After that, students must write in their notebooks

Report (6-8 minutes) • To allow students to report on how they did the task and how it went

Have students provide their answers, ask if they agree with the ideas, and notate on the board.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

Go over the sentences in the chart in the Grammar Reference on the slide. Explain the basics of complex sentences. and ask if that is what they answered.

Language Practice (8-10 minutes) • To provide students with practice of the task language

Have students complete exercise B on page 145. Do the first one with them (ask questions and have students provide answers). Sign activity and review. Recap the lesson.

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