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Speaking: introduce and provide practise of speaking for fluency in describing feelings.
Upper-intermediate level

Description

In this lesson, students will practise speaking fluency in the context of describing feelings.

Materials

Abc New Cutting Edge Upper-Intermediate p.66
Abc Own materials (Google slides/ Forms/ Document)

Main Aims

  • To provide an introduction and to practise speaking fluently in the context of describing feelings. Three marker sentences will be used to ensure the lesson will stay focussed on the topic. The sentences all portray useful adjectives to describe feelings. Marker sentences: I do budhist chanting in the morning and in the evening and that helps me relax. I find all sorts of strange situations quite funny and it can be embarrrassing as well. Watching horror films or thrillers on TV are what frightens me the most. I get terrified.

Subsidiary Aims

  • To provide clarification and review of functional expressions for story telling and active listening (relax, laugh, strange, odd sense, believe, terrified, happy, great mood)

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Discussion: "What helps you to relax at the weekend?" Students will discuss in breakout rooms or main room (depending on student numbers). ICQ: Are we discussing about what makes us relax or stressed? relax. Are we doing this in pairs or collectively? pairs.

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

Students will listen to T2.5. Specifically numbers 4, 5, 6 & 7. They will receive a Google Form and will have to choose between true or false. Students will complete this activity individually while listening. This will be followed by peer-checking in breakout rooms followed by an answer key which will be shared and OCFB. Instruction: “Decide whether it is True or False. You will be doing this individually.” ICQ: Will we be completing this individually or collectively? Individually. DEMO TASK

Clarification (8-10 minutes) • To clarify the meaning, appropriacy, form and pronunciation of the target language (MAFP)

Meaning – marker sentences on the screen and students will answer CCQS. >Collectively. Form – Matching exercise in pairs using marker sentences but also examples from the "useful language" box on p. 25. >In pairs. Pronunciation – How are these sentences pronounced? 1) Modelling the sentence via pre-recording. Making use of the 3x marker sentences. 2) Individual drilling 3) Choral drilling Appropriacy - marker sentences on the screen and students will answer CCQS. >Collectively

Productive speaking task 2 (7-9 minutes) • To provide a further opportunity to practice target productive skills

Speaking task 1: Discussion Instructions: "Ask your partner: What makes you laugh? What makes your feel embarrassed? What frightens you the most? And make use of the words in the "language box" (show on slide). ICQ: Are we doing this in pairs? Yes. Are we making use of the language box? Yes. DEMO TASK

Freer Practice: Speaking task 2 (7-9 minutes) • To provide an opportunity to practice target productive skills

Speaking activity 2: Instruction: "In small groups, ask each other whether your partner feels the same way/ or not ensure to include why/ why not in when responding" ICQ: Are we doing this in small groups? Yes. Are we answering the aforementioned questions with why/ why not? Yes. DEMO TASK

OCFB/ DEC (4-5 minutes) • To provide feedback on students' production and use of language

If time permits, ask 1-2x students to recount the most shocking thing they heard. DEC on good use or errors in use of useful expressions/ adjectives. Use LA sheet to inform correction decisions: monitor incorrect language, incorrect form and mispronunciations and under-emphasis. >Via Jamboard. >Eliciting questions.

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