Elementary Class level
To provide clarification of Feelings (adjectives) , and practice functional language (say/ask how someone feels).
To provide fluency speaking practice in a conversation in the context of expressing feelings.
Procedure (35-45 minutes)
-T greets SS and ask a few students how they feel today. -Have them speak in pairs for 1-2 minutes about how they're feeling today. - T asks them what do the pictures show hoping to elicit the word feelings and If not the teacher will give it away.
T uses flashcards teach the following adjectives; angry,bored,frightened,happy,sad,hungry,thirsty,tired,cold,hot,stressed and worried.T drills the word "feeling" and ask CCQs: Is being happy a feeling? (Yes) Is it a negative feeling? (No) Is being sad a feeling? (Yes) Is it a positive feeling? (No) T demonstrates photos of feelings, asks CCQs, and express the word stress. * hungry: does he have any food?(N) /Hangri/ does he want to eat food?(Y) *hot: what does he need? fan /ha:t/ is he comfortable?(N) *cold: does he need to wear lots of clothes?(Y) /kould/ does he need a fan?(N) *angry: does she want to shout?(Y) /'aengri/ is she unhappy?(Y) *tired: what does she want? rest /taird/ does she have any energy?(N) *sad: is it happy?(N) /saed/ does it want to cry?(Y) *thirsty: what does he want? water /TH3:rsti/ did he have any? *worried: is there any problem?(Y) /'w3:rid/ is he relaxed?(N) *bored: is he tired?(Y) /b>:rd/ is he interested?(N) *happy: is he sad?(N) /'haepi/ does he want to cry?(N) *stressed: is he worred?(Y) /strest/ can he calm down?(N)-. Pronunciation /stress/ phonetic of the words will be written and at the end all the words together will be drilled.
-T plays the video https://www.youtube.com/watch?v=wyKg6oMLSvc for Ss to listen and check .-Ss answer the exercise -Ss check their answers in pairs, check answers with the whole class.- T asks STS individually to draw a picture of a feeling.-Without showing the image, STS mime the feeling. -T gives feedback.
-Sts look the slide.-T gives Sts a time limit to match the adjectives and pictures.-T points out that the first one (worried) has been done for them.-T plays the audio 2.13 for Sts to listen and check.-T checks answers. -When Sts have finished matching, go through the Collocation box together.-T plays the audio again, pausing after each phrase for Sts to listen and repeat. -T Models and drills any phrases which are difficult for your Sts, e.g. I’m thirsty.-T makes sure Sts can hear and pronounce the difference between angry /ˈæŋɡri/ and hungry /ˈhʌŋɡri/-Then T gives further practice by calling out the numbers.-T focuses on the instructions and the example sentences. -T Demonstrates the activity by telling Sts how you feel, using the phrases in a. Remind Sts of the modifiers very and quite. In pairs, Sts cover the words, look at the pictures, and make true sentences about themselves. some pictures for Sts to tell him/her how the person feels using the verb be, e.g.
-T gives Ss hand out to match the adjectives with the correct expresion-Ss answer the exercise. -Ss check their answers in pairs. -T monitors students' conversations.-T checks answers with the whole class. -Give feedback.