Brief lead-in where the teacher asks the students how they are feeling, if anything special happened recently (someone's birthday, engagement, marriage, funeral, etc) and what they felt. This leads to a very brief discussion about emotions and what they are. The teacher then asks the students to come to the WB and write down a few emotions, as they understand the concept. The teacher then narrows the emotions written on the WB down to the six basic emotions [fear, anger, distress, joy, surprise and disgust], writing them in column format.

The teacher makes cutouts of the images in the SB on p.68 and adds a few others, placing them outside the classroom (a total of 12). He/she instructs the students to go out and bring them back to the classroom and stick them on the WB under the emotion they feel is best represented in the image. The teacher then checks that the images are correctly placed and asks the students why the individuals in the images might be feeling these emotions. The teacher prepares a few slips of paper, each containing an emotion. He/she puts these in a bowl and asks the students to randomly select a slip and mime the emotion written therein in front of the class. The other students have to guess the emotion being mimed. The teacher does a second brief exercise similar to the previous one, where students randomly pick a slip containing a sentence and emotion. The student reads out the sentence from the slip, intoning according to the emotion written on the slip. The other students must guess the emotion expressed through the student's intonation. Finally, the teacher pre-teaches the following vocabulary: facial expression, ancestor, lump, rotten, disease, overreact, mild, rage, assertive and meditation (some of these words might not be included in the actual lesson since they depend on whether the flexi-stage will be used or not). CCQs: Use a PP presentation (mime) to show a variety of facial expressions and elicit the answer from the students. Do the same for lump, rotten and ancestor. What kind of communication is this? Are words involved? Non-verbal. No. Do you like spicy food? A little bit? So it should spicy but .....? Medium. Mild. Mime the classic meditation pose. What is Buddha famous for? Meditation. If I am tense I can do some...? AIDS is a...? The teacher then holds up the lesson's main text and asks the the students if they have any idea what the text will be about given what has been discussed in class so far.

The teachers asks the students to read the text on the six basic emotions on p.68. The headings and sub-headings have been blacked out. The students are then asked to pair up and come up with an appropriate title and sub-headings for the text, writing these in the blank spaces provided in the handout. The teacher then asks each pair to state their choice of title and sub-headings. The teacher discusses the choices with the students and finally projects the original unaltered text up on the WB.

The teacher gives the students a handout asking them to come up with reasons, consequences and possible solutions for the six basic emotions based off of the text they read in class (she does a brief demo to show them what is expected in the activity). Students work in pairs to complete the handout. The teacher then asks each pair to read out their ideas (reasons, consequences, etc) for one of the six emotions; the teacher offers feedback where necessary.

The students are given a handout that tests reading comprehension. They are asked to reread the text and then, in pairs, discuss and answer the questions in the handout. The teacher then asks the pairs to check their answers with each other. The students are then given the answer key to the activity.

The students mingle to talk about the last time they can remember when they felt each of the six basic emotions. The teacher provides them with prompts to start the dialogue, e.g. "When was the last time you were sad?". Students are encouraged to have a natural dialogue with questions that build off of previous ones so that fluency is maintained, e.g. "I was sad yesterday because I lost my phone." "Where did you lose it?" "I think I dropped it when I was in the taxi." The teacher then opens the class up for discussion by asking what emotion the students think is strongest, which one is short-lived, etc.