New lesson plan: Speaking and feelings

Maxim

Speaking and feelings - Advanced level

Speaking and feelings
Advanced level

Description

In this lesson, students will practice their speaking skills and fluency in the context of communicating their feelings.

Materials

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Youtube Video

mod2_rec5.mp3

Students' Book

Youtube Video

mod2_rec5.mp3

Students' Book

Main Aims

To provide fluency speaking practice in a conversation in the context of feelings

Subsidiary Aims

To provide clarification and practice of vocabulary about feelings in the context of speaking about their personal experiences.

Procedure (45-55 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-T shows Ss a YouTube video about AI and feelings. T asks the following questions: 1. Do you think artificial intelligence can have feelings? 2. Which emotion do you think would be difficult for a robot to feel? - Ss share answers with group

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Teacher will present an audio recording of ten people answering questions about feelings. SS will listen and match the speaker to the question.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T will provide SS with phrases they can use to describe and compare their feelings: To describe: One thing/another thing that really frightens/embarasses me is when… I hate/love it when… I find… very embarrassing /relaxing /annoying, etc. … makes me very happy/relaxed/depressed, etc. I just can’t stand/cope with… To compare: Me too. /So do I. What about you? Does anyone else feel the same way? Yes, I find … very relaxing/annoying, too.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T will prompt s to describe and compare their feelings with other peers. S will discuss the questions from the exposure exercise: What makes you laugh? What frightens you? What makes you feel depressed? What helps you to relax? What do you really detest? What makes you stressed? What makes you feel embarrassed? What makes you happy?

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

As ss discuss their feelings in the productive task, T will write down errors ss make in conversation. T will present errors to ss, so they can participate in whole class feedback.