Name: Date: Length of lesson: 50 min Level: Beginners/ CC
Teaching action points
(Copy the action points from your last practice teaching session & say how you will achieve it)
1. Talking less when the students are talking/practicing.
2. Modeling and using clarifying questions whenever it is necessary.
What are you teaching?
Language points – (List the specific vocabulary; grammar points – form meaning and use; pronunciation point; specific phrases; cultural point you will teach)
Vocabulary : different feelings and emotions .
Grammar : using the verbs ‘Be’ to talk about feelings and emotions
Language skills – circle the primary skill you will teach and underline others students will use to help them learn
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Listening Reading Writing Grammar Lexis Pronunciation
Objectives
Be specific and describe observable student behaviors, which you will be able to see in class.
By the end of the lesson the students will be able to express different feelings and emotions using the verb ‘’ Be ‘’ or’ Feel’ .In addition, they will be
able to interview each other and describe how they would feel in specific situations in real life using the adjectives : ( happy, angry , sleepy, bored ,
exhausted, in love, furious, cold ,hot, hungry ,surprised ,shy, sad, disgusted, scared)
English for Global Communication
State specifically how what students are learning today may help them effectively use English in “real life”
By the time my lesson takes place,the students will have already had learned the different forms of the verb ‘Be’ and its use with some adjectives
( like : big , small, nice,fine,easy ….etc ) in addition to some daily activities and routines related to their daily lives and hopefully by the end of my
Demo lesson they will be able to recall and put the aforementioned grammar points and vocabulary into use along with the vocab items to be learned
during this demo lesson.
Preliminary considerations:
What vocabulary/grammar/information/skills do your students already know in relation to today’s lesson?
Students already know different forms of the verb ‘Be’ and certain adjectives like :( Happy, big, small , nice , easy , dirty…ect).So , at least they are
familiar with the adjective (happy) to describe feelings.
What aspects of the lesson do you anticipate your students might find How will you avoid and/or address each of these problem areas?
challenging/difficult?
Students might be confused when using the simple present and the I should explain the difference between ‘I feel’ and ‘ I’m feeling ‘ in
present continous question forms of the verb ‘ Feel ‘ : simple and clear words .
« How are you feeling ?/ how do you feel ? »
Students might be stuck when they are asked follow-up questions in the I ‘ll walk around and provide help when a student is stuck and I’ll also
Fluenty use stage of the lesson encourage students to help eachother in case there is a communication
breakdown.
Students might still be mispronouncing or even miswriting some feelings I should ask students to spell the word in question and encourage peer
and emotions even after the choral repetition drill. correction among students.
Time Stage/ Purpose Procedure/Steps Interaction Materials needed
T→S
S↔S; S-S-S
Encounte - Students watch a video (a cartoon) depicting five characters showing five different A Short
5 min video
r emotions ( happy, sad, angry, disgusted, scared).The question « How is he/she feeling ? »
also appears five times in written form before each of the aforementioned adjective &
T→S
appear in written form as well. Worksheet
-Students then write the corresponding feeling to each character in the video(whole one
class correction)
Q : what do you see in the video/worksheet ? (T tries to elicit the words « feelings and
emotions »)
-Teacher then introduces a PPT containing 15 emotions including the aforementioned PPT
10 Clarify presentation
ones ( happy, angry , sleepy, bored , exhausted, in love, furious, cold ,hot, hungry
min
,surprised ,shy, sad, disgusted, scared) T→S
CCQ : Are the feelings positive or negative ?
CCQ : which adjectives are opposites ?( happy vs Sad)
CCQ :How do you feel after school ?
CCQ :How do you feel at night ?
-T proceeds to a choral repetition drill to practice the pronunciation of the 15
adjectives in question.( T may ask about the spelling of certain words).
Remembe
15 -T moves to the multiple choice exercise in the PPT ( whole class correction).In this
r T→S /
min exercise students are given a picture with three adjectives to describe it ,but only one is
S↔S
[Link] will have to choose which one is the right one. ( whole class correction).
-T then moves to the matching [Link] should work in groups to match the
cards with pictures to the corresponding cards containing feelings ( pictures with
emojis are given this time) .
NB :
*The first group to finish should raise their hands or say bingo ( a reward is given to the
first three groups).
( whole class correction).
-Students then take turn asking each other about the people on the pictures and how
Internaliz
10
e they feel using the question :
min
« How is he /she feeling ? » .The pictures are provided by the teacher.
-T then moves to a miming games where one student should stand in front of the rest of
S↔S
the class and mime a feeling and the rest of the students try to guess it .
*Example :
Student 1 : How am I feeling ?( mime the action at the same time)
Student 2 : You are HAPPY( for instance).
*Variation (Back to the board) :
Another variation of the game would be to make the whole class mime a feeling
(written on the board by the teacher) and the student standing in front the class guess
the feeling.
-T then proceeds to the next worksheet which contains a matching exercise through
which students will match some pictures depicting some actions to their corresponding
names names (6 actions in total ,for instance : cry/ miss the bus/dance) .After that, T
moves to the next activity in which students have to connect thecontent of the lesson to
prior experiences and personalize it by completing 11 sentences about themselves :
Example :
1-I feel really…...............................when I miss the bus to school.( Sad or angry)
2-My English teacher is amways…..............................when students use their telephones
in class.( Furious)
10 Fluentl -T provides the students with a worksheet containing some questions and students have
min y use to interview each other about how they feel in certain situations and why. ( 12 questions
in total) S↔S
Example :
Q1 :How are feeling today ?Why ?
Q2 : Are you happy with your school ?why ?
Q3 : How do you feel at night ?.....etc
Using a concentric circle :
-Students should ask eachother and change the partner and ask a different person every
time the teachers claps his hands.( T models the task if necessary)
