LESSON PLAN TEACHER: Militaru Nicoleta SCHOOL: Liceul de Arta Ionel Perlea Slobozia GRADE: X BOOK: Upstream upper-intermediate

UNIT: Moods and feelings LESSON: How do you feel? REFERENCE AIM: realizing interactions in oral or written communication AIMS: by the end of the lesson the students will - make correct English questions and answers using given visual and linguistic supports - make correct English dialogues using given words and situations - match the adjectives with the corresponding physical sensations and animals - make short monologues to present moods and feelings in a certain situation in their lives METHODS AND MEANS: explanation, exercise, dialogue, demonstration; students book, images, dictionaries ORAGANISATION: in pairs, in groups, individual, frontal SKILLS: speaking, writing LESSON DEVELOPMENT INTRODUCTION: The teacher introduces the students with the topic of todays lesson by letting them know that theyll discuss about moods and feeling in different situations. The students will make questions and answers, they will create dialogues and monologues and they will match adjectives with corresponding sensations and animals. TIMING: 3 minutes ACTIVITY ONE AIM: make correct English questions and answers using given visual and linguistic supports PROCEDURE: PART A: The students make questions and answers about the given pictures in their books. They have adjectives that match the drawings but at the same time the partner has to come up with possible synonyms. Example 1: A: How does the man in picture 1 feel? B: I think he is afraid or frightened or scared. What do you think? A: I think he is depressed or gloomy. Example 2: A: How does the man in picture 3 feel? B: I think he feel happy or glad or pleased. What do you think? A: I think he feels positive.

The students continue doing the exercise until they finish all the situations. The teacher encourages them to do their best. PART B: The students use the pictures from the upper side of the page in order to make questions and answers about the mood and feeling of the people presented there. Example1: A: How does the man in picture 1 feel? B: The man in this picture looks rather sad and miserable. A: Why do you think so? B: Look at him! He is reading the newspaper in search for a job. You can see the circled ads there. He is holding the phone near him but I dont think he has been too successful so far. ORAGNISATION: in pairs TIMING: 10 minutes ACTIVITY TWO AIM: make correct English dialogues using given words and situations PROCEDURE: How do you feel about the following things? Act out changes as in the example and then report to the class about your partner. Cooking Traveling to work Writing letters Shopping Going to the cinema Exercising Driving Tidying up frustrating relaxing dull enjoyable boring tiring stressful

Model: A: I find cooking really enjoyable. B: Really? I dont. In fact, I find it quite stressing. A: I find shopping tiring. B: Really? I dont. In fact, I find it quite relaxing. Each students uses the information from this exercise so that to be able to present his partners moods and feeling in the given situations. The teacher encourages the students to make correct dialogues, corrects them when necessary and asks them to write the information. Model: My partner, B, find cooking to be stressful while going shopping is relaxing. ORAGNISATION: in pairs, frontal, TIMING: 10 minutes

ACTIVITY THREE AIM: match the adjectives with the corresponding physical sensations and animals PROCEDURE: PART ONE: a) in groups, match the feeling to the physical sensations and then make sentences as in the example: Feelings Angry Frightened Excited Hungry Stressed Nervous Physical sensation Butterflies in the stomach Heart pounding Sweaty palms Rush of adrenaline Stomach rumbling Red face

I was so angry my face was red. I was so frightened my heart was pounding. The teacher encourages the students to come up with their own contexts for the adjectives. b) what feeling does someone in your country express when they: - clench their fist - frown - drum their fingers - lick their lips - raise their eyebrows - wrinkle their nose? The students are encouraged to give their solutions: In my country people clench their fist to show they are angry. In my country people drum their fingers to show they are impatient or nervous. PART TWO: What character qualities are these animals associated with? Look at the pictures and complete the idioms then match them with their opposites idiom As brave as a animal opposite Flexible

As wise as an

Noisy

As stubborn as a

Modest

As cunning as a

Cowardly

As quiet as a

Straightforward

As sick as a

Healthy

As proud as a

Quick

As slow as a

Foolish

Solutions: As brave as a lion # cowardly As wise as a owl# foolish As stubborn as a mule# flexible As cunning as a fox# straightforward As quiet as a mouse# noisy As sick as a dog# healthy As proud as a peacock# modest As slow as a snail# quick ORGANISATION: groups of 4 students TIMING: 10 minutes 4

ACTIVITY 4 AIM: make short monologues to present moods and feelings in a certain situation in their lives PROCEDURE: each student has to think and talk about how he/she felt in a certain situation in their lives using as much as possible from the vocabulary discussed in the lesson and practices in the previous activities. Example: I was waiting for the result in one of my exams and I was so nervous that I could feel butterflies in my stomach. I was as proud as a peacock not to tell my friends about how I felt but later I discovered that they were as concerned and anxious as me. Each student is encouraged to come up with a situation he has been faced up with and describe his mood and emotions. ORGANISATION: individual TIMING: 10 minutes HOMEWORK: Use the idioms in activity 3 and make contexts for each of them: Model: The captain was as brave as a lion on the battle field. My grandfather is as wise as an owl while my brother is a stubborn as a mule. She was as cunning as a fox in finding out their secret plans. He stood behind the wardrobe and kept as quiet as a mouse. My friend was as sick as a dog and I went to pay her a visit. Dont be as proud as a peacock! Ask for help! Jack is as slow as a snail and thats why we dont want him in our team. TIMING: 2 minutes EVALUATION The students are appreciated for their answers during the lesson; the teacher points out the eventual mistakes that have been made during the four activities; the students are encouraged for the future lessons. TIMING: 5 minutes