LESSON PLAN

Teacher’s name: Trương Ngọc Minh Châu, Huỳnh Lê Hương Kiều

Lesson/ Title: Emotions
Class: IE2
Description of class:
‐ Proficiency level: Intermediate level
‐ Number of Students: 16
‐ Age: 14 to 16
‐ Students’ characteristics: Most of the Ss are active and have had a strong foundation of English. They are spatially, linguistically and
interpersonally intelligent
‐ Duration: 20 minutes
I. OBJECTIVES
By the end of the lesson, Students should be able to:
− Define the emotions in the lesson.
− Identify them in different situations.
− Use them in different contexts.
− Tell other people about how they feel.
II. RECENT WORK/ LEARNERS’ PRIOR KNOWLEDGE
− The emotions in their mother tongue.
− The structure “How do you feel?”
− The tenses (present simple, past simple etc.)
III. APPROACHES/ METHODS AND TEACHING AIDS
 − PPP (Presentation – Practice – Production)
− Communicative Approach and Task-based Language Teaching.
− A4 papers.
− Slideshows

IV. TEACHING PROCEDURES

Teacher’s activities Students’ activities Content

Aims
WARM-UP (3’)
- To engage Ss - Greet the Ss. - Greet the T. - “Inside out” trailer:
with the topic of
- Introduce the clip: “Before we https://youtu.be/yRUAzGQ3nSY
vocabulary.
start our lesson today, I have a
- To attract S’s short clip to show you.”
attention and
- Show the Ss a short clip.
cultivate their
desire for - Watch the clip.
- Ask the Ss the following
learning. questions: - Answer the questions:
What’s going on in each
family member’s head?
There are emotions controlling
How many emotions does their actions.
the family have, in total?
Fifteen, 5 for mom, 5 for dad,
How does the family's 5 for Riley.
moods change? Give an
example. When Disgust controls the
panel, Riley becomes irritated.
- After the Ss have answered,
 lead into today’s topic: “So can
you guess what we are learning
- Guess the topic.
today?”
- Congratulate the Ss and
introduce the topic.

- Listen to the lesson’s topic.

PRESENTATION (8’)

- To introduce Ss - Show the Ss six slots on a slide. - Look at the six slots. - The new words: happy /ˈhæp.i/, afraid /ə
to the ˈfreɪd/, bored /bɔːrd/, angry /ˈæŋ.ɡri/,
- Give instructions: “Now class,
vocabulary. worried /ˈæŋ.ɡri/, disgusted /dɪsˈɡʌs.tɪd/.
you’re going to help me with
- Listen to the T’s instructions.
- To help Ss use today’s lesson. As you can see, - One set of pictures for the introduction,
the new words there are six numbers on the elicitation, and concept checking part.
in suitable slide. Behind each number is a
- Another set of pictures for the
context. new emotion and a picture
reinforcing part.
describing that emotion. I’m
going to choose a volunteer to
pick a number. The volunteer is
going to tell us what is going on
in the picture, and then we’re
going to learn more about it.
Volunteers will get a small gift
and a bonus, so don’t be shy.”
- Select a S.

- Tell the S to describe what’s

going on in the picture.
- Elicit the word: “When you
______, you’ll feel _______”
- The selected S stands up.
- Ask the selected S to give an
example of what makes them feel
_____
- Tell the class what’s going on
- Tell the S to sit down. in the picture.
- Ask the rest of the class to - Listen to the example.
repeat the word: “Now, repeat
after me_____” (x3)
- Check if the Ss have understood - Give an example.
the word by asking:
1. for “happy”: “Will you
feel happy when you get a
low score?” - The S sits down.

2. for “afraid”: “Will you - The whole class repeats after

feel afraid when you have the T.
to walk alone at night?”
3. for “angry”: “Will you - Answer the questions with
feel angry when your yes/no:
friends invite you to a
party?”
 4. for “bored”: “Will you 1. No, I/we won’t.
feel bored when you play
with your friends?”
5. for “worried”: “Will you
feel worried when you 2. Yes, I/we will.
have a test?”
6. for “disgusted”: “Will you
feel disgusted when you
see a rose?” 3. No.
- Reinforcing the vocabulary by
going through the words again,
for example, “Repeat after me:
HAPpy. Good, it’s not hapPy. 4. No.
One more time, HAPpy.”
- Recalling the Ss’ memory:
“You all have done a great job.
Now, one final task before we 5. Yes.
move on. I’m going to show you
several pictures, and you’re going
to say what emotion is in each
picture. Remember, say it out
loud.” 6. No.

- Move on to the next part:

“Excellent. Now Ms. Kieu will
help you use the words in
appropriate context.” - Repeat after the T.

CONTROLLED PRACTICE (6’)
To help Ss to remember - Say hello to every S.
the six vocabularies. “Hello everyone, I’m Kieu. So,
again, can you tell me the topic
we are learning about, class?
Louder, I cannot hear you? Ok,
in order to help you remember
and know how to use these six
new words, let’s move the next
part. PRACTICE!”
- Ask them to work individually,
fill in the blanks with the six
vocabularies in 3 minutes:“Now,
please look at the task on the
screen or on the handout I have
given you. Please fill in the
blanks with these following
words: disgusted, angry,
worried, happy, afraid of and
bored in 3 mintutes.You will get
a small gift from me if you have
the right answer.”
- Check their understanding.
+ “Ok class, how many words
- Repeat after the T.
- Say hello to the T. Task: Fill in the blanks with these following
words: disgusted, angry, worried, happy, afraid
of and bored.
Ex: They are so___ that he is able to come to
the wedding.
- They are so happy that he is able to come to
the wedding.
1. John was very ____ after winning the
- Listen to the T’s instruction competition.
carefully.
🡪 happy
2. The child is____ the dark.
🡪 afraid of
3. They feel____ that their complaints were
ignored.
🡪 angry
4. Lisa was getting ____ with doing the same
thing every day.
+ Answer the questions.
 can you use?”, “You have to do 🡪bored
the task individually or work in
pairs? "And how long?" 5. Doctors are ____about the possible spread of
+Take an example: the disease.
“Please look at the example +Listen to the T’s instruction 🡪 worried
here.” Call a S randomly and carefully. Do the task.
ask: “Does anyone want to 6. I was _____ with myself for eating so much.
volunteer ?”, “Ok, How do they
feel when he is able to come to 🡪 disgusted
the wedding?”. Show the right
answer: “Ok, as you can see
“HAPPY” is the right answer,”
-Call randomly 6 Ss, each S will
complete one sentence of the - Do the sentence is asked.
task.
“Does anyone want to
volunteer ? Can you do the
sentence number ___ (number
of the sentences) for me
please?”
- Show the answer. Give a - Give a big hand to the one
compliment to the one having having the correct responses.
the correct responses.
“Here is the right answer.”
“Terrific!”, “Well done!”,
“Give him/ her a big hand
please!”, etc
- Explain if the Ss have any - Listen to the T’ explanation
questions. and take note.
“I’m so sorry but the answer is
not....... As you can see here,....”
FREER PRACTICE (2 minutes)
To help the students to - Ask each pair to ask and - Listen to the T carefully. Task: Work in pairs, ask and answer questions
use the six vocabularies answer questions about about yourselves by using the six new words
to make and answer themselves by using the six new that you have learnt today.
questions in words that they have learnt today Example:
conversations. in 1 minute. Student A: When you get 100 points in the
“Now, please look at the task on midterm test, how do you feel?
the screen or on the handout Student B: Of course, I’m very happy about
I’ve given you. Work in pairs, that.”
please each pair ask and answer
questions about yourselves and
answer it them by using the six
new words that you have learnt
today in 1 minute. Your pair will
get a small gift from me if you
volunteer.”
- Check Ss’ understanding.
+ “Ok, will each pair make a
sentence or make questions and + Answer the T: “Make
answers them?”, “About questions and answers them.”,
whom?”, “You just use one of “About ourselves.”, “More
the six new words, right?” than one.”
+ “Let’s take an example.
“Student A can say: When you + Listen to the T carefully. Do
get 100 points in the midterm the task.
test, how do you feel?
Student B can answer: Of
course, I’m very happy about
that.”
- Give feedback to their
response. - Listen to the T carefully. Take
note.
PRODUCTION: HOMEWORK (1’)
To give Ss a chance to -Ask them to create a short - Create a short conversation Homework: Create a short conversation that
remember how to use conversation that includes some that includes some of the six includes some of the six vocabularies or all of
the six idioms and apply of the six vocabularies or all of vocabularies or all of them in them in pair. Then practice with your partner.
them in their own daily them in pairs. Then practice with pairs. Then practice with his/
conversation. their partner. her partner.
“Ok class, this is your
 homework. Please at home,
create a short conversation that
includes some of the six words
or all of them in pair. Then
practice with your partner.” (at
least two questions and two
answer.)
- Check Ss’ understanding. - Answer the T’s questions.
“Ok, you need to create
conversation with whom?”,
“Include what?” “At least...?”
- Pick randomly some pairs and - Remember to do the
ask them to perform in front of homework and practice
the class next week to make sure performing the conversation.
that they won’t ignore the
homework.
“I will choose some pairs and
ask you to perform in front of the
class next week. Therefore,
please remember to do the
homework.”
- Say goodbye to the class. - Say goodbye to the T
“Ok, goodbye class! Have a nice
day!”

V. ANTICIPATED PROBLEMS & SOLUTIONS

PROBLEMS SOLUTIONS
- Ss are shy and do not want to volunteer. - Pick one S/pair at random.

- Explain the task again for them and lead them to the steps of
completing the task.
- Some Ss fail to complete the task.
 - Tell them to create the sentences about themselves using the six
new words and call them to read out loud in front of the class.
- Some Ss will finish the task earlier.