Goal: To have a better understanding of stress caused by personal problems and how to
handle it.
Objectives: Students will be able to:
Ask for and give advice using the second conditional
Talk and write about a personal problem
Discuss solutions to a given problem
Esssential question:
How do our experiences up to this point inform our future decisions?
Theme: Stress
Extension: Personal problems
Stage/Aim
Activity/Procedure Interaction Time
Warm up
Transition to 1:
So youve learned
about different ways to
reduce stress at work.
What about personal
problems? Would you
talk to someone when
youre stressed with a
personal problem?
*Note: The homework was: In pairs, make
up a stress-reducing club, prepare a poster,
bring it to class and make a presentation.
You should mention the name of your club
and activities that club members can do to
reduce stress.
- Each pair sticks their posters on the wall
and takes turns presenting about their clubs.
The others listen and ask questions.
- T asks additional questions and gives
feedbacks on ideas and vocabulary use.
S-S
T-Ss
25 min
Activity 1:
Listening
Transition to 2:
So youve learned how
to use the second
conditional to give
advice to somebody.
Now lets practice by
doing a speaking
Pre-listening:
- T has students review main points of the
previous lesson (stress at work, different
ways to handle stress) and makes a
transition by raising a question: So youve
learned about different ways to reduce
stress at work. What about personal
problems? Would you talk to someone when
youre stressed with a personal problem?
T-Ss
30
min
activity.
- Ss share their answer with the class.
While-listening:
Ss listen to two conversations and underline
the second conditional.
Post-listening:
- T checks the answers with the class, then
has students discuss the structure of the
second conditional and how to use it to give
advice.
- T writes the structure of the second
conditional on the board.
T-Ss
T-Ss
Activity 2:
Speaking
Transition to 3:
What would you do if
you were stressed with a
personal problem but
too shy to talk to your
family and friends?
- T divides the class into two groups: advice
seekers (those who are less fluent) and
advice givers (who are more fluent).
- Each advice seeker is given a problem.
(There are six different ones.)
- Ss stand in two lines of advice seekers
facing advice givers.
- Each pair has five minutes to talk about a
problem. Then advice seekers switch to the
left and begin a conversation with a new
advice giver.
- Finally, each advice seeker who has six
pieces of advice has to pick the best one and
shares with the class. Advice givers listen
and argue if its the best one.
- T leads class discussion.
- After the discussion, T hands out a
complete sheet of the six problems and
another sheet of suggested solutions. In
pairs, students do the matching.
T-Ss
Ss-Ss
Ss-Ss
T Ss
Ss-Ss
40 min
Materials: Speakers, handouts, projector, post-it big pads, markers.
Accommodations: For students who are hard of hearing, the teacher provides transcript
of the listening exercise.
Anticipated problem: The advice seeker and giver activity may take longer than
expected.
Solution: Cut out the problem-solution matching worksheet and assign as homework.
Post-Lesson Reflections:
T checks with the class.
T-Ss
Activity 3:
Writing/ Dear Abby
- T asks if newspaper advice columns are
popular in students countries, then explains
the Dear Abby column.
- T shows a sample Dear Abby letter.
- Each S writes a letter to Abby about their
problems. Then they trade their letters and
write advice letters back to them.
- Ss read their letters and advice to the class.
T leads class discussion.
T-Ss
Ss-Ss, T-Ss
20
mins
Wrap-up T reviews main points of the lesson and
assigns homework (handout)
T- Ss 5
min