Shakur Jabbar Shakur Jabbar

TP 7: Speaking - Altruism
Uppper Intermediate level


In this lesson, Ss will learn the term 'altruistic', read about and make comparisons of two men with this behavior. Later, Ss will discuss examples of altruistic behavior they have witnessed, and which was the most altruistic, in their opinion. Finally, they will discuss which action, in their opinion, is the most altruistic action a person could do, and would they behave this way for someone they didn't know, and if so, under what circumstances.


Abc Ppt My friend Abdullah
Abc Student's book ex 1
Abc Student's book ex 2
Abc Student's book ex 3
Abc Vocabulary HO

Main Aims

  • To provide Ss with an opportunity to speak about altruism, their experiences, and opinions related to it.

Subsidiary Aims

  • To provide an opportunity for Ss to practice reading, vocabulary, and listening.


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

I'll use a ppt with pictures on it to narrate a true personal event about an altruistic act. Ss will describe the actions of my friend. The goal is to elicit 'altruism' or 'altruistic'.

Pre-Teach Vocabulary (6-8 minutes) • To enable Ss to learn key vocabulary needed to understand the reading task

Ss will be given 5 key vocabulary words that will be needed to understand the short article they will read. The answers will be in the lobby. Students will match the term with the definition. In WCFB, we'll elicit form, and stress.

Semi Controlled Oral Speaking (8-10 minutes) • To enable Ss to read and discuss their opinions on the text and later discuss their own opinions

Ss will read the article (ex 1) alone. Afterwards, Ss will PW and discuss their opinion of whom they believe was the most altruistic of the two men in the article. We'll take a vote as to who was the most altruistic.

Freer Oral Practice (12-15 minutes) • To provide an opportunity for sts to discuss examples of altruism and altruistic examples they've experienced.

In PW, Ss will discuss and answer the questions from ex. 3 We'll take FB on the most interesting examples.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

From the final activity, I will have monitored and noted any sentences or words needing correction. I will write the sentence, elicit the sentence stress, and / or word form/stress as needed.

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