Alfred Alfred

upper intermediate level


In this lesson, students will learn how To speak fluently in describing feelings


No materials added to this plan yet.

Main Aims

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

Subsidiary Aims

  • To provide gist reading practice using a text about how to remain happy in the context of feelings


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T. shows a google jamboarg which displays photos of people with different feelings. T asks learners, "How do they feel?" Ss. share ideas in BOR T. gets feedback in OC.

Exposure (3-4 minutes) • To provide a model of production expected in coming tasks through reading/listening

● Set Task : Individually, you will quickly read a short text and answer the question that follows. You have 2 min. ● Individual Work: T. shares link on Zoom´s Chatbox to a Google jamboard where Ss. can see the reading gist task. This gist task allows students to see the target language in context. Students will get the general understanding of the context. ● To confirm understanding of instructions, T. uses ICQs; ● 1. Are you working individually or in groups? Individually ● 2. Will you answer the question that follows? yes ● Gist reading: Ss. quickly read and answer the question; ‘what is the text about?’ The question is there for students to express their general understanding of the text. (1 min) ● Peer-check: Ss. discuss their answers in the Breakout Room (1 min) ● Class Feedback: T. nominates Ss. to share their answers with the whole class. (2 min)

Useful Language (7-10 minutes) • To highlight and clarify useful language for coming productive tasks

● Set task: you will work in peers and match the sentences to the PHOTO that best explain the meaning of the words in bold. ● T. shares a link on the zoom chatbox to a jamboard. Ss, share idea in breakout rooms. ● Class Feedback: T. checks answers with the whole group nominating Ss. ● T. shares a jamboard screen and analyzes the form of each lexis with CCQs like  Is this a verb or an adjective?  Is this in the past tense or present tense? (2 min) ● T. confirms pronunciation by modeling, choral, and individual drilling. In addition, T. nominates Ss to identify the number of syllables and stressed syllables in each lexis. (3 min)

Productive Task(s) (5-7 minutes) • To provide an opportunity to practice target productive skills

Ss talk about how their relationship made them feel in pairs, using TL. T shares Jamboard with necessary lexis sets which Ss can refer to while talking. T demos with one student. Then, sends Ss to BOR.

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

T conducts OCFB following up on the speaking task. T also conducts DEC: - Write good languages, and words/phrases which need improvements on whiteboard. - Share the screen and get learners to find out which ones are good and which ones need improvements. T get learners to correct the latter ones.

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