To provide clarification, review and practice of feelings in the context of daily lives
To provide clarification, review and practice of how to costruct an adjective from vebs by adding "ing" or "ed" to the end of the verb to talk about feelings in the context of daily lives
Procedure (45-59 minutes)
T displays Picture 1, a list of tweets people made on tweeter on the whiteboard. T tells the students that they will work in pairs. T pair the students. T asks the students how they feel about the tweets people posted, using adjectives. T uses ICQ, i.e. what will you use for your opinions? The students discuss. T displays the vocabulary list on different parts of the class. T asks the students' opinion and write their feelings on the whiteboard.
T regroups the students calling them A's and B's T asks the students who the B's are, and tells them to move 1 in anti clock wise. T shows HO 1 and tells them to discuss the meaning of the of the sentences. T gives HO 1 The students discuss it in pairs. T asks the groups their opinions. T ask the students which ones are the adjectives, which sentences expresses feelings, which one is not,
T asks the students what we use to express feelings(Answer: verb, adjectives) T asks the students how we form -ed adjective and -ing adjective T writes the answers on the whiteboard.
T asks the students which of these verb, -ed adjective and -ing adjective are used to express our feelings or emotions. T asks the students what type of -ing adjective is(Answer is to describe the characteristics of a person, a thing or a situation, i.e. boring) T asks them which ones are temporary feeling and which one is permanent.
T splits the students into groups of four or three depending on the number of students in the class and names them as group 1, 2, 3 and 4. T gives the instruction for HO 2 by telling them they will stick the meanings of adjectives next to the matching adjective on the wall. T gives the students HO 2. T uses ICQ before telling the students to do the task. T tells the students that one member of each group checks the answers. T give the key which is HO 3 T gives the students the instructions for HO 4. T gives the students HO 4 and tells them to do the task individually. T tells the students that he will play the audio for them to check . T asks the students to check their answers with the person sitting next them before playing the audio. T tells the students to check their answers when the audio is playing. T plays the audio. Tdrills the pronunciation of the verb and the adjectives with the students.
T tells the students that there are some feelings adjectives that have an -ed form, but not -ing form. T gives example by writing the word " impressed" T ask the students its meaning which is "feeling admiration". T asks the students if adding -ing is possible. T writes the word " impressive" on the whiteboard after eliciting the answer from the students. T pronounces the adjectives impressed and impressive and tells the students to repeat it. T gives the instructions for HO 5. " Complete the sentences with a form of adjective" T gives the students HO 5 and tell them to do individually. T asks the students to check their answer with the person sitting next to each other T ask the students for their answers. T gives the key. T drills the pronunciation of the adjectives in HO 5.
T regroups the students telling B's to move one seat in anticlockwise. T tells the students to work in pairs. T gives the instructions for HO 6 by telling them to choose three topics to talk about, first one person talk one subject, then the next person in the group. T uses ICQ if the students understand the task. T monitors the groups. T takes notes if there is a delayed error correction needed. If there is, T clears the error with CCQ.