Vikramjit Bal Vikramjit Bal

TP 2
Upper Intermediate level


No materials added to this plan yet.

Main Aims

  • To provide practice of adjectives and descriptive expressions in the context of personal feelings and perspectives.

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of feelings.
  • To provide deduction reading practice using a text about casual dialogue in the context of feelings.


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

T greets the Ss. T introduces the topic: "Today we will learn and practice words that we use to describe our feelings! I have two questions for you based on some very interesting words. These are "petrified" and "thrilling." T continues "I want you to take a look at this link and from what you see in the pictures, try to guess what they mean. Answer the two questions in Break Out Rooms. You have 2 minutes." T sends Google Jamboard link: T confirms whether all the Ss can open the link. No Screenshare, as it takes too much time. T monitors to see if Ss understand the two words "Petrified" and "Thrilled." If not, take 30 seconds to explain. Otherwise, move on. "Petrified is an intense way of talking about being scared. You feel so scared of something, that you can't move!" "Thrilled is another intense word. It is used to talk about excitement, especially when we are talking about an activity like skydiving or rollercoasters. Those are thrilling activities!"

Exposure (7-9 minutes) • To provide context for the target language through a text or situation

T Screenshares with next link: T gives instructions for the next Activity: "You will read a short dialogue and answer some questions. Do not hit submit, because you will discuss in pairs after you are done. Take 3 minutes to read through the dialogue and answer the questions by yourselves, and then I will give you the next directions." Ss work on their own for 3 minutes. T gives the next set of directions: "Now you will work in pairs. Once I put you in your Break Out rooms, I want one of you to be Jessica and the other to be Cindy. Read the dialogue out loud, and then discuss your answers. Take 4 minutes for this."

Highlighting (2-4 minutes) • To draw students' attention to the target language

T shares screen of results and conducts OCFB. T does not give the answers immediately, but asks volunteers (or nominates) to justify the answers. T can ask follow-up questions to get them closer to the answer. After this, T can give the correct answer.

Clarification (9-11 minutes) • To clarify the meaning, form and pronunciation of the target language

T shares screen of Google Slides. T spends max 1 ½ minutes on each slide, but should really spend as brief time as possible on each one, without seeming rushed. Nominate students for CCQs. T starts talking "Here is the dialogue again. I have put some important phrases and words in bold, and we will go over these now. Slide 2: "It was really embarrassing" CCQs: Was Jessica feeling uncomfortable? (Yes) Is she referring to a person or a situation? (Situation, the story that Brad was telling. That is why she says "It.") Nominate 2 different learners. Pronunciation: "Can someone say this word for me? Great! Now repeat after me." Slide 3: "At first, I was quite interested..." CCQs: True or False: In the beginning, Jessica wanted to know more about Brad's story. (True) Did this happen in the past, present, or future? (Past) Pronunciation: Be careful about this word. Although we have an "e" in the beginning, that is usually silent. Does someone want to try pronouncing it? (Ss volunteers or T nominates) Great! Now repeat after me... Slide 4: So as we discussed, she was interested in the past. Look at the timeline. "At first, I was quite interested" and then she listens to Brad continue his story, but realizes it gets weird!" Slide 5: "I wasn't too thrilled about it either." True or False: Cindy was filled with excitement about Brad's story! (False) Form and Pronunciation as on slide. Don't be tempted to go into immense detail; these words come back in the later activities! Slide 6: "He has so many admirable qualities about him." Questions and Pronunciation as on slide. Answer: Judgmental Slide 7: "I was so glad when he was finished." Answers: After. Stresses are on "so glad" and "fin" Slide 8: Answer: adjective

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T shares screen and explains the next part "Next, you finally get to hear Brad's story! This is a fill in the blank exercise. You will do it by yourselves for about 3 minutes and then you will move into Breakout rooms to discuss for another 3 minutes." T posts the link in the chat: Do an OCFB. Use this opportunity to explain the difference between "ed" and "ing" adjectives, if there is time. If not, then go over the answers and move onto the final activity. Use this link if there is time through screen share:,to%20describe%20a%20temporary%20thing. "ed" adjectives are used to describe FEELINGS of a person. These are temporary and situational. "ing" adjectives are used to describe a characteristic or a quality of a person, place, thing, or situation.

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

T provides Google Jamboard with many adjectives. T provides the following instructions: "You will go into Breakout Rooms and choose 2-3 words each. Try to choose words that you do not already know. Ask each other questions with these words, and try to answer with them as well. Here are some base sentences you can try: "Is there a time when you felt...?" "What is a ____ experience you've had?" "Have you ever felt ____?" "If you do not know the meaning of a word, feel free to look it up! Experiment and feel free to make mistakes." DEC, if there is time.

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