Lesson Plan: Stressing Auxiliaries & Job Vocabulary (Global success
12 – Unit 5)
Coursebook: Global Success (Unit 5 Extract) Level: B1 Class Size: 25
students Time: 45 minutes Aims:
To understand and practice when to stress auxiliary and modal verbs.
To learn and use job-related vocabulary: challenging, relevant, bonus,
employ, rewarding.
To apply new vocabulary and pronunciation rules in a communicative
context.
1. Warm-up Activity: "Two Truths and a Lie: My Work World" (7
minutes)
Objective: To engage students, activate prior knowledge about
work/jobs, and subtly introduce the use of auxiliary/modal verbs.
Materials: Small slips of paper or notebooks.
Procedure:
1. Introduction (2 min): "Good morning, everyone! Today we're
going to talk about jobs and how we say certain words. To start,
let's play a game called 'Two Truths and a Lie'."
2. Instructions (2 min): "On a piece of paper, I want each of you
to write three sentences about work or jobs. Two of these
sentences should be true about you or your ideas, and one
should be a lie. For example: 'I can speak three languages.'
(True) 'I have already worked as a doctor.' (Lie) 'I will work from
home next year.' (True). Don't show anyone yet!"
3. Activity (3 min): "Now, in pairs, take turns reading your three
sentences to your partner. Your partner's job is to guess which
sentence is the lie. Try to use words like 'Is it the lie?' 'No, it isn't!'
'Yes, it is!'"
4. Teacher Role: Circulate, encourage speaking, and note any
interesting uses of auxiliary/modal verbs for later reference.
2. Vocabulary & Pronunciation Teaching (20 minutes)
A. Vocabulary: "Matching Race" (10 minutes)
Objective: To introduce and clarify the meaning of five key vocabulary
words.
Materials: Whiteboard/projector, markers.
Procedure:
1. Introduction (1 min): "Great job! Now, let's learn some
important vocabulary words that are often used when talking
about jobs and careers."
2. Game Setup (2 min): Write the five vocabulary words
(challenging, relevant, bonus, employ, rewarding) on one side of
the board. On the other side, write their corrected definitions in a
jumbled order.
Corrected Definitions:
challenging (adj): difficult in an interesting way
that tests your ability
relevant (adj): directly connected to what is being
discussed or to the situation
bonus (n): extra money given as a reward for good
performance
employ (v): to give someone a job to do for
payment
rewarding (adj): making you feel satisfied and
pleased because you are doing something useful or
important
3. Activity (3 min): "In your pairs, you have 3 minutes to match
each word with its correct definition. The first pair to correctly
match all five words wins!"
4. Correction & Clarification (4 min): Go through each word as a
class, confirming the correct match. Provide an additional
example sentence for each word, encouraging students to
repeat.
Example for 'employ': "Large companies often employ
thousands of people."
Example for 'challenging': "Solving complex problems can
be very challenging."
B. Pronunciation: "Stress Detective" (10 minutes)
Objective: To understand and practice the rules for stressing auxiliary
and modal verbs.
Materials: Whiteboard/projector (referencing the "Remember!" box
from the coursebook).
Procedure:
1. Introduction (2 min): "Now let's look at how we say these
words. Sometimes, small words like 'is', 'can', 'have' become very
important and we stress them. Look at the 'Remember!' box in
your book." (Point to the rules on the projected image/board).
Explain the three rules clearly with the book's examples.
2. Game Setup (1 min): "We're going to play 'Stress Detective'. I
will read some sentences. Your job is to listen carefully and tell
me: 1) Which auxiliary or modal verb is stressed? 2) Why is it
stressed? (Which rule applies?)"
3. Activity (5 min): Read the following sentences (from Activity 1
& 2 in the book), pausing after each for students to identify the
stressed word and explain the rule.
"My brother does." (Rule 1: short response)
"I will help you if I can." (Rule 1: short response)
"You haven't submitted..." (Rule 2: contracted negative)
"B: I have." (Rule 1: short response)
"He was interested in the job." (Rule 3: emphasis on
disagreement)
"My brother couldn't ride a bike two months ago, but he
can now." (Rule 1: short response, implied emphasis)
4. Practice (2 min): Have students practice saying these
sentences in pairs, focusing on the correct stress. Circulate and
provide feedback.
3. Production Activity: "Speed Interview Challenge" (15 minutes)
Objective: To provide a communicative opportunity for students to
apply both the new vocabulary and the pronunciation rules.
Materials: None (students can use their imagination).
Procedure:
1. Introduction (2 min): "Excellent work, detectives! Now, let's
use everything we've learned in a 'Speed Interview Challenge'.
You're going to have short, quick job interviews."
2. Instructions & Role Assignment (3 min): "Divide into pairs.
In each pair, one person will be the 'Interviewer' and the other
will be the 'Job Seeker'. You will have 2.5 minutes for each
interview round."
Interviewer's Goal: Ask questions that encourage the Job
Seeker to use the new vocabulary words and to stress
auxiliary/modal verbs.
Job Seeker's Goal: Answer the questions, trying to use
the vocabulary naturally and demonstrating correct stress
on auxiliary/modal verbs (especially in short answers or for
emphasis).
3. Prompts (Write on board):
Interviewer Questions:
"What makes you suitable for this role?"
"What kind of work do you find rewarding?"
"Have you had any challenging experiences?"
"Why are you interested in this position?"
Job Seeker Tips:
"Yes, I can." / "No, I haven't."
"It is a very rewarding job."
"My skills are very relevant."
4. Activity (8 min): "Ready? Begin your first interview!" (Allow 2.5
minutes). After 2.5 minutes, say "TIME! Interviewers, now
become Job Seekers, and Job Seekers become Interviewers. Or, if
you prefer, find a new partner!" (Allow another 2.5 minutes for
the second round).
5. Wrap-up (2 min): "Time's up! Great effort, everyone. Can a few
pairs share one interesting question or answer from their
interviews? Did you notice your partner stressing any auxiliary
verbs?" (Encourage brief sharing and provide positive feedback,
highlighting good usage of vocabulary and pronunciation).
