Valeriya Lytvychenko Valeriya Lytvychenko

TP2 Lexis - Adjectives for Feelings
Pre-Intermediate level


In this lesson, students will learn about adjectives used to express feelings. The lesson will start with a lead in about previous experiences students had and their feelings during those experiences. This will be followed by an exposure stage during which students will be provided with the context for the class and some listening practice. During the clarification stage, Ss will review MFP of the key vocabulary (adjectives to express emotions that have -ed endings). After that, Ss will have controlled, semi-controlled and free practice that will serve as a scaffold for their independent use of the vocabulary studied during the class. At the end, Ss will provide and receive feedback and delayed error correction.


Main Aims

  • To provide clarification, practice and review of adjectives that express feelings

Subsidiary Aims

  • To provide a speaking practice for fluency development based on the game "How do you feel?"


Lead-in (4-4 minutes) • To set lesson context and engage students

T. uses Google Slides to display pictures of herself showing which good things happened to her last week and expressing how she felt. T. asks Ss to share their good news and say how they felt about that.

Exposure (6-6 minutes) • To provide context for the target language through a text or situation

T. asks Ss to read a 4-sentence excerpt on Google Slides and asks them to predict what the topic of the class will be. After that, T. shows the exercise that needs to be done on Google Forms and waits until Ss open it in their computers. T instructs Ss to listen to the audio and, based on it, to classify the feelings into positive and negative ones. Once Ss submit their answers, T. reviews the results on Google Forms on the screen.

Clarification (MFP) (8-8 minutes) • To clarify the meaning, form and pronunciation of the target language

T uses Google Slides to show 8 adjectives that express feelings. First, T. addresses the meaning of those adjectives, then highlights the fact that all of them have -ed endings and are made from verbs (clarifying the form) and reviews pronunciation. Ss drill the meaning of those adjectives (positive vs negative) and practice pronunciation.

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

T. provides instructions for a controlled practice exercise on adjectives to express feelings. On Google Forms, Ss choose the most appropriate options based on the context and later review their answers in pairs using private messages on Zoom. After that, there is an open class discussion of the answers.

Semi-Controlled Practice (5-5 minutes) • To concept check further and prepare students for free practice

T. explains less controlled practice for Ss to keep drilling adjectives to express feelings. On Google Slides, Ss match the questions about the feelings with the corresponding answers that are expressing feelings. Once finished, Ss review their answers in the private messages on Zoom and then discuss them with the class.

Free Practice (11-11 minutes) • To provide students with free practice of the target language

T. asks Ss which adjectives to express feelings they were practicing during the class. T. explains to Ss the rules of “How Did You Feel?” game on Google Jamboard and shows how to roll a dice online - T. models a sample answer (T. shows Ss how to play, rolls an online dice, advances on the virtual board on Google Jamboard, asks a question and answers it using the adjectives to express feelings). Ss play in pairs or groups of 3. T monitors the process visiting the virtual rooms on Zoom (using breakout rooms function).

Feedback and Delayed Error Correction (3-3 minutes) • To provide learners with feedback on the completion of the task and language

T. asks Ss what they learnt during the class. T. provides a delayed error correction on the final tasks.

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