Upper - Intermediate, B2 level
To develop the sts' receptive skill (listening) in the context of feelings/emotions.
To improve a productive skill - speaking by using the phrases taken from the listening part.
Procedure (32-45 minutes)
The teacher hangs three sheets of paper with the pictures and scrambled words on them. The sts have to unscramble these words and write them down on WB. Then they try to guess the topic of the lesson by categorizing these three adjectives. The answer is emotions/feelings.
After guessing the topic, the sts are going to work with some unknown or misunderstood words.They might be 'embarrassed, frightened, depressed'. The teacher has to pre-teach a few words from the listening part. They are 'a big mouth and a chant'.
Look at Ex. 1 and read the questions. Can you find any unknown words? If yes, the T. uses appropriate techniques for the explanation; if no, the sts discuss these questions with their partners. The T. gives the sts the answer sheet of paper, they check. The teacher asks whether there were the same ideas or not.
The sts listen to the recording once. Their task is to answer the questions and put the lines in an order. Then the T. gives the answer sheet for the sts to check. The the T. asks about the same things between their replies and a listened one.
The sts listen to the recording the second time and fill in the gaps in Ex. 2 to visualize the phrases in the context of feelings/emotions. They check in new pairs the written answers. The sts may have difficulty filling in the gaps, so the T may let them listen one more time but the places where the gaps are.
The sts are given the cards where they have to fill in two columns with their answers to the question in the contextual topic. E.g. he first column - for you, the second - for your partner. First, you work individually, then with your partner, then 4 of you and then the whole class together. The main idea is to get the list of the most widespread answers. For every question from 3 to 5 possible answers. In the end, there must be only one list.
If there were not too many mistakes, we may work with the useful language and pictures in the HO which can be useful for learning. If there were too may mistakes, we would quickly prepare an activity for checking errors (sentences with mistakes on the WB or tic-tac-toe).