Lesson

plan

Talking about feelings

Topic Feelings
Level: Pre-entry/SfL E1/ Access 2 / CEFR A1
Time: 75 mins

Aims
To build learners range of vocabulary for describing feelings
To practise the pronunciation of words describing feelings
To build confidence in writing simple sentences about how people feel.

Introduction
This lesson introduces learners to vocabulary and structures used for describing feelings. As
well as developing learners ability to read the words, learners will be able to practise
pronouncing them and writing simple sentences using adjectives and the verb to be.

You will need:

Access to an interactive whiteboard or data projector to display the online module
Blu-tack for sticking cards to the normal whiteboard. Scissors for cutting up worksheets.
Worksheet 1: one per learner
Worksheet 2: one per learner
Worksheet 3: One per small group

Procedure

Warmer (5 minutes)
Use mime and facial expressions to elicit the topic of feelings. Ask the general
question How are you today? to encourage learners to use any vocabulary they
already know.
Display and read through the Aims slide.

Task 1 Information slides - Introducing new vocabulary (5 minutes)

Work through the slides one by one, drilling the pronunciation.

Task 2 Matching - Remembering new vocabulary (5 minutes)

Hand out the cards from Worksheet 1.
Ask learners to match the words with the pictures before checking their answers with a
partner.
Display the Matching slide when you feedback the correct answers.
Differentiation
Ask early finishers to practise copying the words.

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Task 3 Gap-fill Forming the verb to be (5 minutes)
Display the Gap-fill slide. Put the learners into pairs so that they are working with
someone of similar ability and ask them to fill in the gaps with the correct form of the
verb to be.
Differentiation
Challenge stronger learners to do it without looking at the options on the slide. Ask
them to write the contractions.

Task 4 Hotspot Categorising feelings (10 minutes)

Draw two columns on your whiteboard and put the headings good and bad at the top
of each one.
Ask the learners to use Blu-tack to stick the words from the matching task in the
correct column.
Encourage learners to peer assess their choices.

Task 5 Multiple choice Using words in sentences (10 minutes)

Set up the learners in pairs again to work on the next five Multiple choice slides.
Go through them one by one, asking the learners to take it in turns to write the answer
on paper and hold it up before you reveal the correct answer on-screen. (This is also
a good way for you to monitor learning.)
Differentiation
Stretch and challenge learners with extension questions, eg. What makes you angry,
worried, etc.?

Task 6 Type-in Completing sentences (10 minutes)

Hand out Worksheet 2 and ask learners to complete the sentences, before checking
their answers in pairs. Feedback to the whole group.
Differentiation
Monitor and support weaker learners. Encourage them to close their eyes and imagine
what the adjective looks like before they write it. (Visualisation is an important way of
improving spelling.)
Use direct questioning to ask stronger students to expand on their sentences with
reasons why the people feel that way.

Task 7 Writing sentences (10 minutes)

Elicit that the verb to feel is used as well as to be when we describe feelings. Ask
the learners to write three sentences about themselves and their friends, using the
verb to be or to feel and one of the adjectives from the class.
Ask the learners to peer assess their work.
Differentiation
Stretch learners to give a reason for their emotion in another simple sentence, eg. She
is happy. It is sunny.

Cooler Talking about feelings and self-evaluation (15 minutes)

Set up the learners into small groups to play the game on Worksheet 3.
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Cut up the cards and place them face down in the centre of the group.
Learners take turns to turn over a card and use the prompt to make a sentence. They
read the sentences and describe how the person feels, eg. It is sunny. You are in the
park. Answer: I am happy. (More than one answer is sometimes possible. The
important thing is accuracy.) The winner is the one who has the most cards at the end.
Display the screen with the self-evaluation survey and ask learners to use this to
record their progress in the class in their learning records.

Extension
If learners have access to a computer, ask them to create their own word clouds using
http://wordle.net/. Print them out and display them in the classroom.

Homework
For speaking practice at home, learners can use http://vocaroo.com/ to record
themselves saying the words and sentences.
To practise the words at home, ask the learners to set their partners a hangman
challenge using the following link:
http://superteachertools.com/fun/hangman/hangmancreatenew.php

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