azza azza

Speaking L P (Azza Mostafa)
Intermediate(Grade-8) level


In this lesson plan students will Learn to describe feelings and practice the language quickly and confidently.


Abc Board \ SB\ Flash cards

Main Aims

  • To provide fluency and accuracy.To improve communicative efficiency.

Subsidiary Aims

  • To provide practice of using personality adjectives to describe people's feelings. To provide authentic practice that prepares students for real-life communication.


Warmer/Lead-in (2-6 minutes) • To set lesson context and engage students

_Great the students. _T says "Stand up, Hand up, Pair up!" _Students:Stand up with one hand in air until you find the closest partner who isn't your teammate. _T says "Tell your partner about a time you experienced strong feelings. _T provides "think time"1 minute and "talk time" 4 minutes. _T writes on the board choose one of the ideas in the box or your own idea (a time you helped someone a terrible shock an interesting journey a nice surprise an expensive mistake a scary situation) ICQs Are you going to work individually or in pairs? Pairs! How long time are you going to talk? 4 minutes! Partners share using:"pair Discussion "

Useful language (8-10 minutes) • To clarify the meaning, from and pronunciation of the target language.

Meaning : -T asks students to read article P.48 -T asks the students to complete the definitions with the personality adjectives in bold in the article on p.48. 1 .............. people talk a lot. 2............... people are easily upset and feel emotions deeply. 3 ............... people like spending time with other people. 4................... people do a lot of things or move around a lot. 5 .................. people are full of energy and enthusiasm. 6.................. people are not confident, especially with new people. Answers : 1_talkative 4- active 2_ sensitive 5-lively 3_ sociable 6_shy Pronunciation: T plays a recording and asks Ss to listen to these adjectives. How is the final -ed sound pronounced? Complete the table. (amused _bored_ depressed _disappointed _fascinated _interested _relaxed_ satisfied _terrified) Ш It/ /id/ Form: _T shows Ss some flash cards of a friendly and an unfriendly boy. _T divides the Ss in to two groups. _T gives Ss time to read these adjectives. (Warm _ unkind_ kind _cold _ Pleasant _ unpleasant _horrible_ sweet _ good natured _unfriendly ) _T asks Ss to put adjectives in the correct column. If you are nice and friendly to other people you are....... If you are not you are........ T asks Ss to answer this question in the same way but they have to provide adjectives from their own minds. If you love communicating with other people you are............(extrovert) If not.........(introvert) Etc....

Productive task(s) (8-10 minutes) • To highlight and clarify useful language for coming productive tasks.

Controlled practice : -T asks students to Complete the sentences with the correct form (-ing or -ed) of the words in brackets. 1- Jo and I are going to a concert next week. Are you ?................. (interest) 2- Some people find winter ..........but I like it. (depress) 3 -Everyone says the new restaurant is very good but I thought it was very............(disappoint) 4- I thought Clare would like the picture, but she wasn't ..............(amuse) 5- When I saw the spider on my leg I was......... ! (terrify) 6- Japan is a wonderful country. I’m......... by the culture. (fascinate) Answers: 1- interested 2- depressing 3-disappointing 4-amused 5-terrified 6- fascinated Semi controlled practice: -T divides the students into 3 groups. -T asks each group to think of ten adjectives to describe a person they admire. -Ss share answers with each other to gain more vocabulary. Freer practice: _Ask students to tell a short story about one of the topics below. *someone you know who is an extrovert/introvert . *An interesting book you would recommend. _Ask them to work in paris applying"Rally Robin"activity. _Ss discuss the topic orally and share the ideas until the teacher calls time.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

*while listening to the students speaking , I'll collect their mistakes and put them on the board. *Correct the mistakes if found. *Open class feedback

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