B1 level


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.


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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


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"

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