Anna Carrera Anna Carrera

Anna Carrera TP5
Upper Intermediate level

Description

To introduce and provide practice for speaking in the context of "feelings".

Materials

Abc Speaking - Slide with learned expressions
Abc Language Preparation - Slide with MFP
Abc Content Preparation - Slide with Expressions from the Audio Recording
Abc Content Preparation - Audio Recording

Main Aims

  • Students understand and are able to accurately use functional language to engage conversation about feelings

Subsidiary Aims

  • Students practice fluency in using the target language in conversation about their feelings.

Procedure

Lead-in (2-3 minutes) • To set lesson context and engage students

T shows a picture of several faces showing feelings. T elicits from students what each face might be feeling. Embarrassed, annoyed, etc. Aim is to get students interested in the topic and also ensure they are familiar with names of feelings.

Content Preparation (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening. Prepare students for the content of the task.

T tells students that we are focusing on how to express feelings using language. Listen to these people tell us how certain situations make them feel. See if you can recognize the feelings that they mention and the expressions that they use to tell us that feeling. Play recording. (Module 2 Recording 5). T puts on the screen some feelings and some expressions. Ss say which ones they heard.

Language Preparations (5-6 minutes) • To highlight and clarify useful language for coming productive tasks. Prepare students regarding the language needed for the task.

MFP using two of expressions and feelings from the Content Preparation task. (M) It ________ me when.... I feel __________ when...... embarrass relax frighten stress (F) ed Adjective (Verb + -ed.) Verb + -es or -s (P) Stress is usually on the verb or adjective. (A) Appropriacy is neutral.

Productive Task: Speaking (18-20 minutes) • To provide an opportunity to practice target productive skills. Task focused [mainly] on fluency.

In pairs, students have a short conversation using the learned expressions. Round 1: Use the learned expressions to talk about what embarrasses them. Round 2: Use the learned expressions to talk about what annoys them. Round 3: Use the learned expression to talk about what relaxes them. After each round, OCFB to share what they found out about their partner.

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

OCFB with the group - how did they find the conversations? DEC.

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