To provide the learners practice vocabulary within the context of transportation through some activities like grouping words into "know/not sure/don't know" and matching the words with pictures by using test teach test technique.
To provide listening activity to use the new vocabulary to describe how people feel in the context of feelings
To provide fluency speaking using the words given by controlled and semi controlled practices.
Procedure (44-56 minutes)
T shows Ss some pictures and asks how the people in the pictures. At the beginning of the class he says "I am good and happy today because the weather is sunny." Then Ask questions about the pictures. How do you feel angry when you see something like this? How is she /he?
The T gives to each learner a hand out. They will group the words on the hand out as " I know", "not sure" and "don't know". ICQs: Teacher gives one example. I know the word happy. Where do I write it? I dont know it where do I write it? I am not sure where do I write it? Are you working alone or together? Alone. How many minutes do you have 2 minutes. The gives them a few minutes to fill the hand out and then the learners do peer checking. Then the T gives the FB :The T will draw faces on the board to show the categorization. (eg: smiling face means I know the word) Asks for the words I don't know and they are not sure. write them on the WB.
Elicit the words they may not know. I assume that they don't know the words "embarrassed, confused, shy, disappointed, shy, nervous, scared" He shows 5 pictures and ask them to match them with these words. Model and drill the vocabulary. (Be careful with bored and -ed ending.)
The T gives them HO. They will match the pictures with the words. ICQs: Will you write anything? Will you match them? Are you working alone? How many minutes do you have? Then peer check. Give whole class feed back. Point sme pictures they may have found difficult to match. Embarassed and shy for example to check their understanding.
Give ss the handouts. Ask ss to underline the correct answer. Show an example on WB. If he the answer happy, what do you do? Are you working alone? How many minutes do you have? Then peer check. Whole class feedback. Is everything fine? Do you have any questions? The last questions is not very clear. They may not know "Don't worry" (it is not something bad. Relax! I'm okay. I'm crying because I am happy. I am not sad.)
Students will listen to some people. Ask Ss write when they hear, 1) he is happy for example. 2) she is embarrassed. ICQs: Do you take notes while listening? Are you working alone? Then peer check. WC FB because they may be some other options. Giving an answer key may not be clear.
Students work in pairs. They have some cards and a situation on each card. They get a card in turn and ask the question. How do you feel when you...? Before the exercise give a few examples wrting this question on the WB. Monitor. and take notes for delayed correction. Music will be fine. Ask content checking questions: Anyone nervous? why? Anyone happy? Why?
A students comes to the board looking their friends. Teacher writes an adjective on the board and the class mimes to help their peer to find and say it. Demo it before they start. They take turns with every word they know. Ask was it funny? Did you like it?