Patrick Ammerman Patrick Ammerman

LP - TP5 Patrick Ammerman
Upper Intermediate level


In this lessons, students will practice speaking for fluency in the context of describing feelings


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a Conversation in the context of describing feelings

Subsidiary Aims

  • To provide opportunities to build vocabulary through practice of describing feelings and comparing experiences


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

T shows SS three images of people experiencing different emotions (ie. happiness, sadness, embarassment). T asks SS to look at the photos and describe what they think might have happened.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

Ss will listen to module 2 recording 5 and be asked to match the response to the question the speaker is responding to. T will call on individual students to elicit the answers. CCQ: I will ask students after each question "do you agree with the person's answer" or "what makes you feel that way?"

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

T shows SS a gap-filing text containing useful phrases for feeling and comparing.T then asks SS to share answers with the entire class. T asks SS if there are any other useful phrases other than those in the exercise that they know. SS can share words in the chat.

Productive Task(s) (17-18 minutes) • To provide an opportunity to practice target productive skills

T shares a worksheet via Google forms. T asks SS to listen to the text again and note what each speaker answered in a short answer section. T asks SS to compare answers in pairs in breakout rooms, then to ask their partners if they agree. T elecits SS answers in OCFB. T then shares a list of questions for students to respond to about their feelings. SS have 2 minutes to prepare their answers, then they will take turns asking their partner the questions in breakout rooms. If time permits, they will share the informaiton a second time with a different partner.

Feedback and Error Correction (6-7 minutes) • To provide feedback on students' production and use of language

SS are shown a slide containing good language that they used and how to correct errors that they made.

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