Sandra Sandra

Things that make you feel ...
Intermediate level

Description

In this lesson, SS will learn different useful phrases to express their feelings through different listening tasks. In the first listening task, SS will do a T/F statements activity identifying the feelings of people and why they feel that way. In the second listening task, SS will identify phrases that can be used to express feelings. After that, SS will have the opportunity to share about their own feelings in the setting of a board game.

Materials

Abc Board game
Abc Answer key - phrases
Abc Jumbled phrases
Abc Answer key statements T/F
Abc Handout statements T/F

Main Aims

  • To provide specific information tasks in the context of feelings

Subsidiary Aims

  • To provide opportunities for fluency practice in the context of feelings

Procedure

Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

T greets SS and welcomes them to class. Show pictures. Ask SS: "How does he/she feel?" Elicit following words: detest /dɪˈtɛst/ (v) have strong feelings against something. disgusted /dɪs'gʌstd/ (adj.) e.g.: by the thought of eating cats. (use of disgusting) awkward /'ɔ:kwəd/ (adj.) like a social gathering, s.o. asks a question - but there's just silence. furious /'fjʊərɪəs/ (adj.) exhibiting anger with passion. annoyed /ə'nɔɪd/ like by a mosquito close to your ear. overwhelmed /ˌəʊvə'welmd/ e.g.: the amount of homework, or things to do at work. mad /'mæd/ being very angry. (informal). something that makes you crazy. Can have other meanings like stupid. (upset) inspired /ɪn'spaɪəd/ feeling of wanting to do something, usually after having seen something or someone. Have an idea for writing a book, making a movie, etc. Elicit a couple of examples of gradable and non-gradable adjectives. If finding helpful, draw quickly a line on the board. Put 'very' on one end and 'a bit' on the other. Point out that gradable adjectives can be placed anywhere on the line while non-gradable adjectives can't because they are already on one of the two extremes. They are either totally present or totally absent. Elicit adverbs that can be used for non-gradable adjectives such as totally, completely, absolutely. Point out that 'really' can be used with both types.

While-Listening to recording #1 (5-7 minutes) • To provide students with less challenging specific information listening tasks

Instructions: "Now we'll listen to a recording where different people talk about how they are feeling and why they are feeling that way". Hand out sheets with T/F statements. Ask SS to listen and mark the correct answer (T or F). Instructions: "Work alone. Mark correct answer." Check answers in pairs. Display answer key on the board.

While-Listening #2 (8-12 minutes) • To provide students with more challenging detailed listening task and provide a controlled speaking practice

Instructions: "Now, we've learned about how these people are feeling and about the reasons why they are feeling that way, this time I want you to listen for phrases that we can use when talking about how something makes us feel". Hand out jumbled sentences. Ask SS to put them in order to form phrases that can be used to express feelings. See if SS can put them in order as a pre-listening task. Give them 3 min. Check answers by listening again to the recording. Instruction: "Work in pairs". (Drill some phrases after the listening if needed). "There are some phrases that go with a verb and some go with an adjective. Elicit examples of both". E.g.: sentence 1 - adjective, sentence 8 - verb. "What about sentence 10?" adjective + -ing. Elicit examples of both.

Post-Listening (15-20 minutes) • To provide with an opportunity to respond to the text and practice what they've learned

Ask SS to gather around a table. Put board game on the table. Demo the game. Have one or two SS go, then give each group a game and let them play in their groups. Monitor and listen for using wrong adverbs for adjectives. If appropriate, point out the mistake and let SS correct himself. Feedback: "Was there something particularly interesting that you learned about one of your classmates today?" Praise and encouragement. Goodbye!

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