Anahi Anahi

speaking lesson TP5
Upper-Intermediate level


In this lesson, students will use their speaking skills to describe feelings in the context of real-life conversation.


No materials added to this plan yet.

Main Aims

  • By the end of the lesson, learners will have practiced speaking for fluency in the context of "describing feelings"

Subsidiary Aims

  • Learners will learn the MFP of four new "Useful Language sections". Learners will practice their speaking fluency and listening for specific information skill.


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

• T Has learners discuss in pairs, 2 or 3 questions related to the topic of the lesson. (I'm not sure which lead in is better?... 1 or 2? ) (Lead in 1) Ex. What makes you happy? Ex. What makes you angry? Ex. What makes you stressed? or (Lead in 2) Ex.What feelings did you have during the day? Where they Happy?, Angry?, Stressed? .....Why? • T scaffolds the task by allowing learners one min. to think about their answers and make some notes. • Instructions: Discuss in pairs your answers. (Pair / 2 min.) • Learners work in pairs in breakout rooms and discuss the questions. - T puts the questions in the chat. • T conducts OCFB. <----(I'm not sure if this is still ok for tp5 or the OCFB it's only at the end of the class)

Content Preparation (8-10 minutes) • the purpose is to prepare Ss re the content of the task.

- T displays images on the screen showing feelings. - T elicits some meaning from learners. • T shares a link with the TL to learners, the task is to identify the meaning of the TL, and so Ss will need to match the image with the correct feeling. -Learners will check their answers in pairs via private message on the chat. -T conducts OCFB. -T covers MFP for TL (Useful language sections). 1.- One thing that really (Frightens/Embarrases) me is when...... 2.- I Hate/Love it when..... 3.- I find ........... very Relaxing/Annoying. MFP

Language Preparation (8-10 minutes) • The purpose is to prepare Ss re the language needed for the task.

Speaking task: - T reinforces the lesson by having learners work on a communicative task for learners to use the TL fluently. (use breakout rooms) - T shares with Ss some questions. - T asks Ss to discuss the answers in pairs in breakout rooms and take notes. - T changes breakout rooms partners so Ss can keep producing with new partners and if time allows Ss change partners a third time. - Instructions: Ask your partner the next questions and discuss them. Ex. What makes you laugh? What makes you feel depressed? What do you really detest? What makes you feel embarrassed? What makes you happy? What frightens you? - T demos the task or asks ICQs. ICQ: What are you going to do? Ask questions. ICQ: Are you going to tell you’re your answer to your classmates? Yes - T monitors

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Listening task - T displays some questions in a slide, while Ss will listen to an audio clip, where the language is exposed and the questions answered. - Instructions: - Listen carefully, what makes people feel....? (Display questions) Ex. What makes you laugh? What frightens you? What makes you feel depressed? What makes you feel relax? What do you really detest? What makes you stressed? What makes you feel embarrassed? What makes you happy?

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

- T conducts OCFB. - T writes on the screen samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. - T conducts OCFB.

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