Level: Pre-Intermediate

Number of students: Any

Aims:
- To develop and expand students’ knowledge and use of adjectives in the context of
talking about emotions
- To revise and practice vocabulary related to emotions
- To provide spoken freer practice of vocabulary in the context of talking about emotions

Sub-Aims:
- To develop students’ awareness and use of -ed endings in adjectives
- To develop students’ spoken fluency when talking about emotions

Materials:
1. The topic is based on ‘Cutting Edge Third Edition Pre-Intermediate’ by Sarah Cunningham, Peter
Moor and Araminta Crace (Pearson, 2013)
2. Handout ‘Emotional Bunnies’ (self-designed, picture taken from
https://i.ytimg.com/vi/52QXu8Sisf4/maxresdefault.jpg)
3. Handout ‘Questions’ (taken from ‘New Cutting Edge Pre-Intermediate’ by Sarah Cunningham,
Peter Moor and Jane Comyns Carr (Longman, 2007))

Assumptions:
The topic is personalised and relevant, so, most likely, there will be no problems with
engagement. In addition, this topic is partly familiar to the students, so I need to pre-teach only half of the
words in the list.

Anticipated Problems and Solutions

PROBLEM SOLUTION
1) Some students might be late 1) They will quietly take their seats; give them
handouts if necessary

2) Some students might know less words in the 2) Try to have one strong student in each group so
matching exercise than the others that they could help their peers during this task.
Also, this task is Test 1, so it is totally fine if there
are mistakes.

3) Some students might not know what difference 3) Give them the sentence ‘I’m bored because the
between ‘boring’ and ‘bored’ (and etc.) is book is boring.’ and ask what they think the
difference is. Ideally you’ll elicit that ‘the book’ is
an object and ‘I’ is a person.

4) There will be some quick finishers 4) Use the ‘Devil’s Advocate’ technique

5) Timing might go wrong 5) Keep track on timing and ensure that there is
enough time for each stage
6) Some students might pronounce -ed endings as 6) Check for some pronunciation mistakes while
stressed drilling, and if there are any pay attention to it,
elicit from the stronger students if -ed is stressed
and drill with the weaker students
Stage Stage Aims Timing Procedure Interaction Tutor’s comments on the Lesson
Pattern Procedure
1) Lead-In To expose 2’ T: Hi! How are you today? [Students (SS) answer.] T-Cl-T
students to the T: Good! Ask me. [SS ask.] I’m fine! I’m in a good
topic and mood today.
generate So, we talked about feeling [repeat the feelings SS
interest named]. What other feelings do you know?
SS: Angry! Happy! Etc.
Praise SS and tell them that today they’re going to
learn some new words for feelings.

2) Test 1 To find out 4’ 1. T gives Handout (HO) #1 ‘Emotional Bunnies’. S

how well SS SS match pictures with words. (1g, 2k, 3f, 4i, 5l, 6a,
can use the 7b, 8e, 9c, 10j, 11h, 12d)
TL; to create 2’ 2. SS compare and discuss their answers in pairs. S-S
the need for 5’ 3. Feedback:
TL - 2 SS go to the board and write their answers; S
- discussion of the answers on the board: SS have to T-Cl-T
explain why they think their answers are right.
If SS ask about the use of ‘boring’ and ‘bored’, T
explains (see Anticipated Problems and Solutions).

2) Teach To present the 10’ 1. For each word, check Meaning and Pronunciation. T-Cl-T
TL (focus on Do it using Concept-check questions, e.g.:
M/P/F) - Ok, so imagine you have a lot of work to do and no
time for this! How are you feeling? [stressed]
For difficult words: If SS pronounced the word
correctly, ask them to repeat it and other SS to listen.
Then drill a bit if needed (chorally and individually).
2. Ask SS to turn the HOs over and ask them what
the 12 words you’ve just looked at were. For difficult
words (e.g., excited, disappointed), ask SS to spell it
for you. When applicable, elicit or teach the
preposition the words are used with (scared [of];
worried [about]; disappointed [at/with + OBJ and
Stage Stage Aims Timing Procedure Interaction Tutor’s comments on the Lesson
Pattern Procedure
in/with + PERS]; bored [with/of + V-ing]).

3) Test 2 *OPTIONAL* 0. If you feel it’s needed, ask SS to

match pictures with words again in order to repeat
the test. If SS managed answering CCQs successfully
then you might want to skip it.

4) Practice To let SS
Controlled practice the TL 5’ 1. T gives the HO#2 ‘Questions’. SS work in pairs S-S
and discuss the questions (half of the pairs starts
from the first question and the other half starts from
the last question).
2’ 2. T gives a brief feedback on content. Cl-T
Freer 2’ 3. Seat rearrangement: ‘Islands’ = several tables, 3
SS at each.
2’ 4. T puts a sign on each ‘island’: ‘Stressed’,
‘Surprised’, ‘Excited’ and ‘Angry’.
Instructions: Share stories about situations when you T-Cl
felt stressed, surprised, etc. Each ‘island’ talks about
one feeling (check the sign). After 3 minutes, each
group passes the signs to the group on their right.
Then another 3 minutes – change – 3 mins – change
– 3 mins – change.
13’ 5. SS do the task. SS
5’ 4. Feedback: One S from each ‘island’ tells the most S-Cl&T
interesting things s/he heard.
3’ 5. T’s feedback on content. T-Cl
T’s feedback on accuracy (anonymous; put the
sentences / words with mistakes on the board and ask
SS to identify and correct them).

[Total: 55:00]
Vocabulary Analysis

Vocab item (include Definition Eliciting- context Clarification of Problems and solutions
stress, phonemic (story, dialogue, meaning (ccqs etc)
transcription [if picture etc) and
necessary] and part of eliciting question
speech
1) Embarrassed Feeling ashamed or Picture from HO1. 1. Is it a comfortable SS might put the wrong stress. – I will use some S or myself to
model the word and elicit where the stress is. Then drill.
[ɪmˈbarəst] shy. Synonyms. EQ: How feeling? [No]
do you feel when do 2. Are you happy when SS might pronounce [sed] instead of [st]. – I will use some S or
something stupid? you have this feeling? myself to model the word and elicit how -ed is pronounced. Then
drill.
[embarrassed] [No]
3. Does it mean you
are ashamed? [Yes]

2) (To be) in a To have a good mood Picture from HO1. EQ: 1. Do you feel good? SS might not link the words well enough. – I will use some S or
good/bad mood To have a bad mood If you feel happy, [Yes] myself to model the phrase and elicit if there are any pauses.
Then drill.
[ɪnəˈɡʊdmuːd] cheerful, full of energy 2. Do you feel
[ɪnəˈbadmuːd] it means you are in a nervous? [No] SS might put the wrong stress. – I will use some S or myself to
[good mood]. 1. Do you feel good? model the word and elicit where the stress is. Then drill.
And if you feel angry, [No]
tired, aggressive then 2. Do you feel bad?
you are in a [bad [Yes]
mood].

3) Scared Frightened or worried. Picture from HO1. EQ: 1. Is it a nice feeling? SS might pronounce [skared] instead of [skeəd]. – I will use
some S or myself to model the word and drill it.
[skeəd] When you see a huge [No]
spider how do you 2. Do you feel scared
feel? [scared] when you see an ice-
cream? [No] Snake?
[Yes]

4) Worried Unhappy because you Picture from HO1. EQ: 1. Is it a nice feeling? SS might pronounce [ˈwɔrɪd] instead of [ˈwʌrɪd]. – I will use
[ˈwʌrɪd] are thinking about When your best friend [No] some S or myself to model the word and elicit if it’s [ɔ] or [ʌ].
problems or unpleasant doesn’t feel good how 2. Do you feel worried Then drill.
 thing that might do you feel? [worried] when your pet is ill? SS might pronounce [ˈwʌrɪed] instead of [ˈwʌrɪd]. – I will use
some S or myself to model the word and elicit if [ɪed] or [ɪd].
happen. [Yes] Then drill.
3. Do you feel worried
when you get a
present? [No]

5) Disappointed Unhappy because Picture from HO1. EQ: 1. Is it a nice feeling? SS might put the wrong stress. – I will use some S or myself to
[dɪsəˈpɔɪntɪd] something (or You went to a concert. [No] model the word and elicit where the stress is. Then drill.
someone) was not as You thought it would 2. Do you feel happy?
SS might pronounce [ted] instead of [tɪd]. – I will use some S or
good as you hoped or be a good concert, but [No] myself to model the word and elicit how -ed is pronounced. Then
expected, or because it was bad. How do 3. Do you feel drill.
something didn’t you feel? unhappy? [Yes]
happen. [disappointed]

6) Bored Feeling unhappy Picture from HO1. EQ: 1. Is it a nice feeling? SS might pronounce [bɔred] instead of [bɔːd]. – I will use some
[bɔːd] because something You listen to a very [No] S or myself to model the word and drill it.
isn’t interesting or long and very 2. Do you feel bored
because you have uninteresting lecture. when you watch or
nothing to do. How do you feel? listen to something
[bored] interesting? [No]
3. Do you feel bored
when you have nothing
to do? [Yes]

Reference Material http://www.oxforddictionaries.com/definition/english/, http://dictionary.cambridge.org/dictionary/english/