Carrie Dohe Carrie Dohe

Listening plan in context of stress
Pre-intermediates level


In this lesson, sts will practice reading for gist and for specific information by reading and discussing an article on stress. First, the students will discuss their own jobs and the level of stress they experience in them. Then they will read for gist and pick the best of three titles. After that, they will answer a series of questions by reading for specific information. Finally, they will use the vocabulary in the sentences in a semi-controlled speaking activity about stress and stress symptoms in their own lives.


Abc Hand-out of article and exercises

Main Aims

  • To provide sts practice in reading for gist and for specific information in the context of an article about stress.

Subsidiary Aims

  • To provide the sts practice in fluency in speaking.


Lead-in to set the context, general (8-10 minutes) • To get sts interested in the topic of stress.

1. Write on the WB: “Our teacher is ________.” 2. Sit in front of class and act out being stressed about teaching. Do not use the word. 3. Point at the sentence and indicate to sts to provide the answer. 4. Once they give “stressed,” write “My job is ________.” Ask for the answer. 5. As needed, use CCQs to ask, “Can you say ‘my job is stressing? No.” 6. Elicit from sts what their jobs are or were. Were/are they stressful? 7. Tell sts to work in groups and pick three jobs to discuss. How stressful are they? Which is the most stressful and why?

Pre-reading: Setting the context, local (3-5 minutes) • To prepare sts to read the article by discussing the picture that goes with it.

1. Ask sts to look at the picture and describe what they see. 2. Ask questions that relate to the titles at the bottom of the page. 3. Pre-teach “suffer from” with CCQs. (All other difficult-looking words are cognate in Turkish.)

While-reading: Reading for gist (5-7 minutes) • To provide sts practice with reading for gist by getting them to choose the best title for the article.

1. Tell sts to look at the titles. They will have three minutes to read the article and pick the best title. 2. When done reading, they should discuss in their groups which title is best and why. 3. The class discusses as a whole which title is best.

Reading for specific information (10-15 minutes) • To provide Sts with practice reading for specific information .

1. Tell sts to work in pairs to answers the 7 questions following the text. 2. Tell them to mark the answer on their HO. Demonstrate on the WB by placing a “1” next to a symptom for question 1. 3. When pairs finish, tell them to check their answers with their group. 4. Tell early finishers to write the answers on the WB.

Post-reading: Semi-controlled speaking activity (6-8 minutes) • To provide sts practice with speaking by using questions they have to answers, and to have them recycle the vocabuary from the article .

1. Hand out sentences and tell sts to work in pairs. 2. In conclusion, as sts how they manage their stress.

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