International House 

Tim

25 July

B

4×45 minutes

Pre-Intermediate

1-4  anticipated

To help provide fluency communication and reading and help Practice and Revise Words to Describe Feelings

Copies of email, whiteboard markers, Writing materials, laptops, Page 19 of SB

(4    min)-lead-in (To help the SS link up from previous)

-language preparation

-content preparation

·         1.Mexico/USA/Canada/  

o   [Country] (where was I born?)

·         2.25/30/35/40/45/50/55          [ Age bracket]

·         (How old am I?)

·         3.Spanish/French/English           [ My language]

o   (Which language do I use?)

·         4. American football/Table/Tennis/Rugby/Volleyball                                      

·         [sport] (which is my favorite sport)

·         The teacher asks the student to question one Where was i born?

o   The teacher circles the USA on the board ad states that he was born there.

·         The teacher writes his personal information on the board while circling the information that is already there.

·         The teacher asks the student, are my parents Name personal information? Is my favorite food personal information?

·         To elicits the feedback from SS regarding the personal information no (Age, Country, Sport, and Language) T writes them on the White Board next to their corresponding Numbers

·         The teacher organizes the learners in pairs and asks them to talk about the topic words that describe feelings.

• In their talk, SS is supposed to talk about the topic in terms of the examples on page 19 of the SB

• SS is supposed to describe the feeling of each picture by the use of the words that are provided in the box above the pictures.

(4 min)

Pronunciation

·         T ensures that learners understand the term Feelings

·          T asks students questions on how they feel in different circumstances. T introduces different instances such as when one loses their purse if one misses attending their English class due to lateness, the feeling the SS have just before an important test

·         T tries to discuss these instances with the SS to help them get effective words that are appropriate for describing feelings encountered.

·         T helps learners in Pronunciation and explains the meaning of the words commonly used in the description of feelings.

·         The teacher asks students to observe the pictures on page 19 of SB and try relating their feelings.

(6min)

Learning activities.

• T gets the SS attention

• T encourages group work with the SS about their answers. SS is supposed to organize into pairs. (Every group is involved)

• The learners are supposed to read and give the answers of the feeling of each picture in the examples on page 19 of the SB

• The learners are supposed to be in pairs of orders. Here the learners are supposed to compare their answers through a private message of the relevant answers they used to describe the feelings in each picture. They are preferably supposed to share their answers through their email addresses.

• After the comparison, SS is supposed to engage in the OCFB clarification of their answers.

(10 Min)

Teacher elaboration and guidance

• T gives the cover meaning of the words listed that describe the feelings, he tries to give the form of these words.
• T tries to give and explain the timeline of these words and their effectiveness. Learners are then put into controlled practice of pronunciation of the words.
• TT walks around and observes and assists the learners as needed.

(10 min)

Language practice

• T allows the learners to practice the language. The instructor allows the learners to understand the terms and they are to practice the language through google forms.
• TT asks the student “Stand up and read the answers in the email”
• T asks the SS “Get one interesting thing about the learner.’ “When finished go back and take your seat’’

(5 min)

discussion

• T asks the learners “Tell your partner one interesting thing you have read’’

·         The learners are supposed to practice the language individually. They are then to check the meaning in their organized pairs via their email addresses. OCFB Freer learning, the teacher will guide the SS through the answers.

(3 min)

Learners task

• Game – T picks a student and throws a ball to the S. T tells the student “Ask me a question’’ on the words and the feeling they represent.
• The teacher responds to the question by writing the answers in the WB
• T asks the learner the same question and requests the SS to respond by writing on the whiteboard.

• Learners are supposed to split the language into different parts. They are then supposed to practice communicating and using the language fluently.

(2 min)

Conclusion

• T conducts feedback and addresses any needed DEC

• The instructor analyzes the feedback from students carefully, He takes notes on the mistakes common to the SS. The TT tries to analyze the mistakes and gives the necessary recommendations.

• Teacher thanks the students for their concentration and hard work and says goodbye as he leaves.