Lesson script 3rd educational stage (III.0), English Grade:

Lesson script

3rd educational stage (III.0), English Grade:

3

Content area:

Developing learning strategies and student autonomy in foreign language classes

Detailed requirements:

Student (9) carries out self-assessment (e.g. using a language portfolio) and uses independent language learning techniques (e.g. using dictionaries, correcting errors, taking notes, memorizing new words, using cultural texts in a foreign language).

Topic

: Moods and feelings

Duration

: 45 minutes

Detailed goals regarding the range of information

Student:

● Knows basic vocabulary related to moods and feelings.

Detailed goals regarding the range of skills

Student:

● Can describe different emotions;

● Can ask about other people’s feelings;

● Can listen for specific information in audio-visual materials.

Detailed goals regarding attitudes

Student:

● Becomes more considerate of other people’s feelings;

● Develops more independent attitude towards learning;

● Learns to cope with unknown words using prediction.

Methods

Brainstorming; elicitation; matching; presentation; whole class, pairwork, individual work.

Interaction forms and venue

Interaction forms: whole class, small groups, pairwork, individual work.

Classes are to be held in the classroom.

Materials and teaching aids

Film; interactive quiz; computer; multimedia projector; board

Multimedia resources

● Film: How do you feel?

● Interactive quiz

Lesson plan/procedure

1 Warm-up

Interaction forms: pairs; whole class Duration: 3 minutes

The teacher puts the students into pairs. They need to ask their partners how they feel today. The students exchange the information, briefly justifying and explaining their answers.

The teacher may elicit the adjectives used in pairwork in open class.

2 Main stage

2.1. Introduction of the target language – film Interaction forms: individual, whole class

Duration: 8 minutes

The teacher tells the students that in this lesson they will talk about moods and feelings.

The students will be introduced to the target language with the help of an animated film, showing different emotions. At the first watching, the students just need to take notice of the different facial expressions. While they are watching for the second time, they should note down the adjectives mentioned.

The students can compare their notes in pairs, then the adjectives are elicited in open class.

2.2. Target language practice – game Interaction forms: pairwork

Duration: 6 minutes

From the pool of the adjectives introduced in the film, the students will definitely know happy and sad; the other adjectives will probably be new to them.

In this activity, the students work in pairs. One student mimes a chosen emotion, for the other student to guess. The students take it in turns to mime the words.

2.3. Target language consolidation – interactive quiz Interaction forms: individual

Duration: 6 minutes

The teacher invites the students to practise the vocabulary by using the interactive widget. The students work individually, at their own pace. They can repeat the task as many times as they wish.

The widget should also be used for practising pronunciation: the students should be encouraged to click the ‘listen’ button and repeat the word they hear before matching.

The words tested are: angry, anxious, bored, embarrassed, excited, proud, scared, worried.

2.4. Target language consolidation and practice – ordering Interaction forms: pairs, whole class

Duration: 5 minutes

To further consolidate the target vocabulary, the students are now asked to interact with the written form of the words.

First, they need to arrange and write down the words in an alphabetical order, i.e.

angry, anxious, bored, embarrassed, excited, happy, proud, sad, scared, stressed, tired, worried.

Next, they should group the words according to meaning: similar (e.g. sad, worried, anxious) or opposite (e.g. happy – sad, excited – bored)

2.5. Target language consolidation and practice – personalisation Interaction forms: small groups

Duration: 8 minutes

The students are asked to think of particular situations/events that triggered certain emotions. Their task will be to describe a situation for the colleagues to guess the adjective that would best apply. For example: Last year I won a sports competition.

My parents were very (proud/happy).

The students work in small groups. The teacher monitors and helps, if necessary.

2.6. Memorization techniques – personalisation Interaction forms: small groups, whole class

Duration: 7 minutes

The teacher elicits from the students the different ways in which they interacted during the lesson with the new vocabulary, i.e. listening, note taking, guessing game, interactive quiz, ordering and personalisation.

The students are asked to share ideas about the memorization techniques they use.

Which do they find most effective and why?

The students work in small groups, then they share ideas in open class.

3 Closing stage

Interaction forms: whole class Duration: 2 minutes

For homework, the teacher asks students to think of (and find in a dictionary) three more adjectives to describe feelings. They should choose the ones they believe would be useful and would like to memorize. In the next lesson, the teacher can help compile an amended list of adjectives.