Past, Present, and Future Lesson Plan 5

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