Oksana Oksana

Upper - Intermediate, B2 level


In this lesson, students will improve their receptive skill (listening) as well as review the vocabulary in the context of 'Feelings and emotions'. During the lesson, the teacher is going to emphasize the importance of some phrases which have to be used in the context of feelings and emotions. First, the sts will have a listening part, next - speaking, then - error - correction activity.


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Main Aims

  • To develop the sts' receptive skill (listening) in the context of feelings/emotions.

Subsidiary Aims

  • To improve a productive skill - speaking by using the phrases taken from the listening part.


Lead - in (3-5 minutes) • To elicit the topic of the lesson

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.

Vocabulary (2-4 minutes) • To elicit MPF

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'.

Pre-listening (3-4 minutes) • To prepare the sts to listen for a gist

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.

Listening (4-7 minutes) • to improve a receptive skill and review some vocabulary in the context of emotions/feelings

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.

Listening 2 (6-8 minutes) • to listen for a specific information

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.

Find someone who... (10-12 minutes) • to develop accracy and fluency in this topic by using the learnt phrases

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.

error-correction (4-5 minutes) • to clarify every aspect of learnt items

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).

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