Sarah Abdel Hady Sarah Abdel Hady

Emotions & challenging situations
Intermediate, Grade 6, B2 level


In this lesson, Ss learn about positive and negative feelings and how to use some adjectives to express their emotions in certain challenging situations. Ss will be practicing vocabulary about feelings and emotions through TTT (test-teach-test) approach and visualization. The lesson starts with a personalized discussion if they enjoy going to the countryside or not. This's followed by a prediction task where Ss have to match TL with suitable pictures to let T diagnose most unknown adjectives for the upcoming language clarification stage. In the teach stage, T uses ECDW technique and list of elicitation and CCQs questions to clarify the most bizarre ones, then T plays with Ss guess the word game by dividing Ss into groups, spreading paper slips to identify the adjectives and classify them into positive or negative feelings by sticking them on board under each category of the graphic organizer. Finally, there's some controlled practice through complete the blanks of a poem called "Expedition Blues" and semi-controlled practice via a board game speaking activity followed by a freer practice through writing a short paragraph with simple sentences using adjectives to describe their feelings in challenging situations. After that Ss vote for the best writing through walk gallery and delayed error correction provided through OC discussion.


Abc Match-up activity
Abc Gap-fill Activity
Abc Sort positive & negative emotions in each category
Abc Match words with correct definitions
Abc Tic-Tac-Toe Speaking Activity
Abc Short paragraph Writing Activity
Abc Orienteering poster

Main Aims

  • To provide clarification of meaning, form, pronunciation and practice of emotional adjectives in the context of outdoor orienteering activities

Subsidiary Aims

  • To provide fluency speaking practice in a Conversation in the context of feelings and emotions description in challenging situations
  • To provide product writing practice of a short descriptive paragraph in the context of feelings and emotions description in challenging situations


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

T asks Ss a personalized question if the enjoy living in the countryside? Why and why not? Then, T displays a poster of orienteering activity and asks Ss to notice the faces of characters, their facial expressions and gestures trying to describe the reason of the feeling of each one and to recognize who's leading the expedition group or who's the team leader?

Test #1 diagnostic (2-3 minutes) • To gauge students' prior knowledge of the target language

As a prediction activity, T invites Ss to match the words with the correct characters in pairs. While doing that, T diagnoses the common mistakes and the most unknown adjectives Once they are done, the mistakes they have on the worksheet/HO1, essentially getting T ready for the next stage.

Teach (Clarification - ECDW) (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage using ECDW technique

T goes over all of the adjectives and clarifying TL using ECDW technique with visuals on board. The words that Ss won't have a problem with can be pushed through in a faster manner. The ones they previously get wrong needs to be addressed in a more calm manner where list of elicitation questions and CCQs of the word is done extensively. Ss are divided into groups A and B trying to match the words with correct definitions. Then, T will play a game with the students called guess the word whether describes negative or positive feelings and nominate S from each group to stick adjectives slips in each category of the graphic organizer on the board.

Test #2 controlled practice (gap-fill) and semi-controlled board game (speaking activity) (10-15 minutes) • Retesting Ss' knowledge and use of the target language and compare with the first test

Ss will be given a final test where they have to complete the blanks of a poem with the emotional adjectives. T spreads HO2 and determined 3 mins as an activity time-limit to complete the task. They will do this alone! ICQs What do we put in the empty places? (Adjectives describes feelings). Once the students are done have them swap papers and do a peer correction after T gives OCFB on the board. Once they have done, Ss are invited to semi-controlled practice where they are divided into 2 groups, Xs and Os playing a board game speaking activity (Tic-Tac-Toe) for 10 mins where T draws a box with 6 squares asks Ss of each group their feeling in certain challenging situation and they have to provide a full correct sentence describes their emotions using the adjectives they have just learned.

Free practice (5-10 minutes) • To provide students with free practice of the target language using adjectives for a descriptive paragraph

Ss are divided into pairs checking some pictures to describe using 2 or 3 adjectives and write couple sentences for a short paragraph. After finishing they could stick their written paragraphs on board as a walk gallery for others to read and voting the best description. While doing this task T monitors, gives assistance if needed especially for weak Ss, then T praises the good ones and gives OC delayed error correction on board and declaring the winners.

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