mai.hafez mai.hafez

upper intermediate level


In this lesson, students learn language related to martial problems and divorce, exercise problem solving skills, give suggestions and advice and know how to answer them, and share their opinion orally and in writing. The lesson is TB. It begins with a lead in where I suggest that I have an issue with my spouse and need their advice, so they work in pairs and then share their opinion. Next will be the pre-task activity where they listen to an expert giving advice to parents who want to get a divorce. the task will be around developing the best divorce settlement and students vote for the best plan. Post task is language focus on functional language used. The lesson is wrapped up by a writing assignment about divorce that they will write at home


Abc discussion questions hand out
Abc listening re-arrange hand out
Abc video transcript handout
Abc Video

Main Aims

  • learners will be able to:
  • -recall functional language related to suggestion and giving advice
  • - Discuss divorce and its consequences
  • - Apply related language and vocab in speaking and writing
  • - Compare two situations and assess the advantage and disadvantage of each.

Subsidiary Aims

  • - develop the students’ listening skills


Warmer/Lead-in (5-7 minutes) • To engage students

- students work in pairs to make as many words as they can using the letters of (relationships). Give them a time limit of 2 minutes, then check back their answers. There is one word they can make using all the letters: it is RELATIONSHIP. Tell the students that today’s class is about relationships, marital relationships. - Show students a photo of my family - ask the students what they think about us as a family?are we a on good terms,

pre-task activity (8-10 minutes) • To provide a context for the task and revise functional language for making suggestions and giving advice

-Show a conflict case between me and my husband. -Students work in pairs to give advice - peer check - share with the class

Task (5-6 minutes) • To provide an opportunity to brain storm for ideas

-Students do the task in two groups -They plan ta divorce settlement.

Planning (5-6 minutes) • To provide an opportunity to plan students' reports

- Students prepare a short oral report to tell the class their divorce plan. - They then practise what they are going to say in their groups.

Report (5-6 minutes) • To allow students to report on how they did the task and how it went

-Students then report back to the class orally -Students Vote for best plan.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of divorce related vocabulary

-I highlight the language that the students used during the report phase to elicit the desired vocab. - write the unknown words on board, highlight the form and pronunciation - students drill chorally and individually

listening (6-12 minutes) • enhance listening skills, and provide more language and ideas for later disscusion

-Ss are handed the ideas that will be in the video un arranged and are asked to read it in 1 minute. -Ss listen to a psychiatrist talking about how to take care of kids during and after divorce. -Ss re-arrange ideas during listening -After listening check together. -Ss asked if they would like to listen again -Ss are handed the transcript either if they will listen again or not -teacher give feed-back

post-listening (2-3 minutes) • encourage students guess new words

-S are asked to guess the meaning of underlined words -Ss peer check - T gives feedback

Discussion (5-7 minutes) • to recycle new words and evaluate ideas

-Ss mingle together to discuss the topic further to he;p them in their writing assignment

writing Practice (0-0 minutes) • To provide students with practice of the task language

-Students write an article about divorce at home, and get it next time for peer- checking, then feed-back for students individually to self correct their articles

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