Meram Osama Meram Osama

Vocabulary (Feelings)
Elementary A1-A2 level

Description

This lesson introduces vocabulary related to common feelings (e.g., happy, sad, tired, hungry, thirsty, worried, angry, etc.). Students will first identify and understand the meaning of the target words through pictures and listening. They will then practise using the vocabulary accurately with the structure be + adjective (e.g., I’m tired.). Finally, students will use the new language to talk about their own feelings and ask and answer questions with their classmates in communicative speaking activities.

Materials

Abc English File Elementay p.18
Abc PowerPoint/ Pictures/ Emojis
Abc Feeling cards

Main Aims

  • Recognise, pronounce, and use vocabulary for common feelings accurately in simple spoken sentences using be + adjective.

Subsidiary Aims

  • Ask and answer simple questions about feelings (e.g., How do you feel?) to exchange personal information with a partner.

Procedure

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

Show 4–5 pictures (or emojis) of people expressing different feelings (happy, angry, tired, worried). Ask: “How does he/she feel?” “How do you feel today?” Accept any known vocabulary without correcting immediately.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

Exercise 1a -Display the feelings pictures from the book without the words. Students work in pairs to guess the feelings and ask them to match the words to the pictures. ‏ -Ask ICQs. -Pair check then whole class feedback.

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

-Clarify meaning using facial expressions, gestures, and CCQs. -Model and drill pronunciation (choral then individual). -Highlight the collocation be + adjective using the grammar box (I’m hungry. I’m tired. I’m worried.). -Elicit the form: Subject + be + adjective.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Exercise 1c -Ask students to look at Exercise 1c. -Read the example together: • I’m quite hungry. • I’m very tired. -Explain that they should make true sentences about themselves using the vocabulary from Exercise 1a. -Give students 2 minutes to write 4 sentences individually. -Put students in pairs. -Students take turns reading their sentences to their partner. -Their partner listens and asks “Why?” whenever possible. -Ask ICQs. -Monitor and note any errors for delayed feedback.

Semi-Controlled Practice (5-6 minutes) • To concept check further and prepare students for free practice

Guess My Feeling -Give one student a feeling card (e.g., hungry, tired, worried, happy). -The student doesn’t say the feeling. Instead, they give 2 simple clues. Example: • “I didn’t sleep last night.” • “I’m yawning.” Classmates guess: “You’re tired!” -Ask ICQs. -Monitor and provide help if needed. -Whole class feedback.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Mini Drama -Give each pair a feeling card. -They have 4 minutes to prepare a 30-second silent role-play showing that feeling. -The class guesses the feeling. -The pair reveals the answer by saying: •“We’re worried.” •“We’re late for our flight.” -Ask ICQs. -Monitor. - Delayed whole class feedback

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