Jaballa Jaballa

A2 level


No materials added to this plan yet.

Main Aims

  • By the end of the lesson sts will have practiced speaking for fluency in the context of giving opinions about stress

Subsidiary Aims

  • By the end of the lesson sts will have exposed and practiced Vocabulary related to stress


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

T greet SS and ask them hows their day T writes on the WB or uses OHP 1- financial difficulties 2- divorced 3- got fired 4- got into trouble 5- married T asks SS to discuss in groups/ pairs and try to guess the meaning of this words T elicit and CC understanding for the new Vocabulary T drills the new words T CCQ to check students understanding

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

T shows 2 set of sentences and students have to match sentences A to sentences B in groups/pairs T monitors T elicit the answer on the WB Answers 1b-2g-3e-4a-5d-6c-7f T drills and checks understanding T writes the form of ( got ) on the WB in vocabulary section.

Exposure (15-20 minutes) • To provide a model of production expected in coming tasks through reading/listening

T points out the pronunciation of ( got into ) with the class and some model sentences T drills back chain style

Productive Tasks (6-8 minutes) • To provide an opportunity to practice target productive skills

T asks students from Ex.1 which is the most stressful do you think the worst ( what is the most stressful sentences do you think ) T elicits from SS T asks students to number them from the most stressful to the least stressful SS work alone T asks students ( what do we say when say an opinion) T elicits / gives ( I think ......) ( I don't think ........) I think getting divorced is the most stressful because SS talk in groups about their list and compare them T asks students to agree on the four most stressful sentences. T points out in problems P/F/M on the WB T asks students when you are stressed what do you do ? T elicits / give an example ( I go walking ) T chests out Ex.3 ( DEALING WITH STRESS ) T asks students to discuss these sentences which one works for you

Feedback and Error Correction (13-15 minutes) • To provide feedback on students' production and use of language

T addresses any class mistakes on the WB common mistakes students might do.

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