Sarah Abdel Hady Sarah Abdel Hady

Listening, Adjectives of feelings
Intermediate G5 level

Description

In this lesson, Ss learn about positive and negative feelings and how to use some adjectives to express their emotions in certain challenging situations. Ss will be practicing vocabulary about feelings and emotions through TBL (text-based-lesson) approach and visualization. The lesson starts with a personalized discussion if they enjoy orienteering or not. This's followed by a prediction task to guess who is leading the orienteering team & exposure to TL through listening then language clarification stage. In the language clarification stage, T uses ECDW technique and list of elicitation and CCQs questions to clarify the most bizarre adjectives, then T plays with Ss guess the word game by dividing Ss into groups, spreading paper slips to identify the adjectives and classify them into positive or negative feelings by sticking them on board under each category of the graphic organizer. Finally, there's some controlled practice through complete the blanks of a poem called "Expedition Blues" and semi-controlled practice via a board game speaking activity followed by a freer practice through writing a short paragraph with simple sentences using adjectives to describe their feelings in challenging situations. After that Ss vote for the best writing through walk gallery and delayed error correction provided through OC discussion.

Materials

Abc Power-point presentation
Abc Orienteering picture
Abc Match-up activity
Abc Gap-fill handout
Abc White board
Abc Adjectives paper slips
How did you feel Tc-Tac-Toe board game sheet

Main Aims

  • To provide clarification of meaning, pronunciation and form of feeling adjectives in the context of Orienteering
  • To provide gist and specific information listening practice using a text about Adjectives of feelings in the context of Orienteering

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of adjectives of feelings

Procedure

Lead-in (2-3 minutes) • To set lesson context and engage students

T asks Ss a personalized question if the enjoy orienteering or school expedition? Why and why not? T nominates some asks follow up questions.

Exposure (1-2 minutes) • To provide context for the target language through a text or situation

T displays a picture of orienteering activity and asks Ss to notice the faces of characters, their facial expressions and gestures trying to describe the reason of the feeling of each one. Ss discuss in pairs, Then, T asks Ss to predict who's leading the expedition group or who's the team leader? T invites Ss to gist listening to confirm their prediction.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T asks Ss to relisten to the whole audio track to match up the adjectives to pictures individually, then Ss check in pairs before T gives OCFB on the board.

Language clarification (4-6 minutes) • To clarify the meaning, form and pronunciation of the target language

T goes over all of the adjectives and clarifying TL using ECDW technique with visuals on board. The words that Ss won't have a problem with can be pushed through in a faster manner. The ones they previously get wrong needs to be addressed in a more calm manner where list of elicitation questions and CCQs of the word is done extensively.

Controlled Practice (2-3 minutes) • To concept check and prepare students for more meaningful practice

Ss are divided into two teams A and B trying to sort adjectives in graphic organizer faster as a competition, they're playing 'guess the word game whether describes negative or positive feelings' on the board. Then, T nominates S from each group to stick adjectives slips in each category of the graphic organizer on the board.

Semi-Controlled Practice (2-5 minutes) • To concept check further and prepare students for free practice

Ss will be given a worksheet where they have to complete the blanks of a poem with the emotional adjectives. T spreads HO2 and determined 3 mins as an activity time-limit to complete the task. They will do this alone! ICQs What do we put in the empty places? (Adjectives describes feelings). Once the students are done have them swap papers and do a peer correction after T gives OCFB on the board.

Free Practice (5-7 minutes) • To provide students with free practice of the target language

Ss are invited to semi-controlled practice where they are divided into 2 groups, Xs and Os playing a board game speaking activity (Tic-Tac-Toe) for 10 mins where T draws a box with 6 squares asks Ss of each group their feeling in certain challenging situation and they have to provide a full correct sentence describes their emotions using the adjectives they have just learned. T declares the winners Or Ss will be divided into pairs to play the game board where their partner asks them: How did you feel...? question on the square. The student then answers the question by describing how they felt the last time the thing happened to them. Encourage students to ask their partner follow-up questions to continue the conversation and gain more information. The first student to reach the finish wins the game.

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