Onur Anamur Onur Anamur

Jealousy Lesson
Elementary, A1/A2, Adult, Guided Discovery. level


In this lesson, students primarily develop reading skills; specifically inference, and scan and detailed reading skills through extracting information through from a text, answering questions about the text, and inferring the meaning of presumably unknown words in the text from the text itself and by writing an end to the incomplete story. Speaking and writing skills are also developed by oft-required answer discussion with partners and elicitation of things about the story by the teacher. Writing skills are developed by the end to the incomplete text students must write.


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Main Aims

  • To provide scan, detailed and inference reading practice using a text about jealousy in the context of relationships

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a discussion in the context of of the text and answering questions about it.
  • To provide product writing practice of a an end to a story in the context of a text about jealousy and relationships


Eliciting Jealousy (3-5 minutes) • To engage students in the lesson, have them speak, and elicit the word jealousy

After asking how everyone is, I ask how the students would feel if I got a Ferrari. If they don't initially come up with jealous, sad or angry, I could ask if I could feel sad or angry because I have a Ferrari and they don't. Then I ask what we call it when we feel sad or angry because someone has something we do not. If Ferrari example doesn't work, use the example of a jealous wife or husband. Drawing on the board may be necessary if they do not understand the sentences I use. If neither example works, give the word.

Checking jealousy (2-3 minutes) • To ensure students have understood the meaning of the word.

Ask CCQs. For example: Is a jealous person happy when you do well on a test and they don't? Is a jealous husband happy when his wife speaks to another man? Is a jealous woman happy when her husband has a pretty secretary?

Jealousy Quiz (1-3 minutes) • To have students speak, engage, and interact with written information.

I ask, "Do you think you are jealous?" Students say yes, or no. I say "You'll find out." Teacher hands out the quiz. Instructs students to "Do the questions and talk about your answers with your partners." A demonstration may be necessary: Write question: "Do you like apples?" Answer the question, "I like apples" speak to Talib, ask him whether he does. Get his answer, speak a few words on apples, and show students that then it is time to move on to the next question.

Charlotte and Rob's relationship (2-3 minutes) • Vocabulary-enrichment, inference, picture-analysis, speaking.

Hand out the sheet. Show them the pictures of Charlotte and Rob. Ask them what they think Charlotte and Rob's relationship is. If they do not understand ask them "Charlotte is Rob's what?". If they still understand not ask them "What is your brother's/father's/mother's/husband's/wife's name?" Then say, ------- is --------'s father/brother etc. Then say "Rob is Charlotte's ------" or "Rob is Charlotte's what?"

Scan Reading (5-7 minutes) • Scan Read, discuss, and answer questions independently.

Instruction: "Read the text quickly to solve the questions in Exercise 1. Check the answers with your partner. You have 3 minutes to read."

Detailed Reading to answer questions 3 and 4 (9-10 minutes) • Detailed reading, discussion, problem solving.

Instructions: "Read the text more carefully to answer questions 2 and 3. Check the answers with your partner." Some discussion questions are to be asked: So, who do you think is more reasonable, Charlotte or Rob? Where do Charlotte and Rob want to go? Has anything similar happened to you?

Word (7-10 minutes) • Inference, discussion, vocabulary-enrichment

Focus on the highlighted words. With your partners, figure out the meaning of these words from the text. Take up meanings, ask CCQs, like: So would you plan a business trip with a holiday brochure? Do you enjoy yourself when having fun? When something is silent, can you hear anything? If something was on the ground and you’ve picked it up, is it still on the ground?

Story Writing and Take-up (10-15 minutes) • Discussion, Writing

Elicitation of ideas for the end of the story. Students write stories in partners. Stories are read. Students discuss which ending they like best.

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