ACE Lesson 09






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Teacher:		Level:	ACE High Beginner
Skill:	Grammar	Date:	May 30, 2006
Subskills:	Pronunciation, speaking	Topic:	Emotions
Objective:	SWBAT Recognize a range of twelve different human emotions	Lexis:	Emotions, happy, sad, angry, tired, hungry, thirsty, confused, surprised, sick, hot, cold, scared (plus whatever Ss come up with: mad, excited)
Language point(s):	How do you feel? Do you feel [emotion]? The verb form of be.	Anticipated problems:	Pronunciation Ss may not understand emotion after eliciting Confusion/boredom with the grammar (negatives, question forms, pronouns) Confusion over why we say My family is [emotion]. vs. My family are [emotion].

STAGE	E \| S \| A	TARGET LANGUAGE	TEACHER	STUDENT	MATERIALS	TIME
1	E	Theme language	Arranges Ss in a circle. After a dramatic yawn, says “I feel tired.” Asks Ss at random, “How do you feel?”	Responds or more likely stares blankly.	None	2 min
2	E	Theme language	Drill “How do you feel?” After several repetitions write the question on the whiteboard.	Repeats.	Whiteboard	3 min
3	E	Theme language	Elicits as many emotions as possible and writes them on the whiteboard	Responds	Whiteboard	5 min
4	E	Theme language and key lexis	Elicit the twelve emotions using flashcards[1] and/or TPR	Responds	Emotion Flashcards (plus the eight analog cards Helen made.)	5 min
5	E	Theme language	Elicit from Ss “feelings” and “emotions”	Responds	Whiteboard	2 min
6	E/S	Theme language, adjectives	Draws network tree [2] limiting it to color, height, weight. Add emotion and re-elicit some emotions.
7	A	Theme Language	TPR: Pair Ss and have them come to the front of the class. Ss1 has an emotion card and acts it out while the other guesses the emotion. Checks for use of language “How do you feel?” and “Are you [emotion]?”		Emotion flashcards	10 min
8	E/S	Theme language	Ask various Ss how they feel. Draw a table on the board [2] and elicit the proper to be verbs	Responds, takes notes	Whiteboard	10 min
9	S	Theme language	Asks Ss to close their books. Hands out paper task 1.	Completes task	Paper task 1: Emotions	10 min
10	E/S	Theme Language	Dialog: Set the scene using a flashcard. Gesture to listen but not speak. Read dialog. [1]	Listens	Flashcard	5 min
11	S	Theme Language	Listening: Hands out paper task
12	A	Theme language	Divides class into teams of four. Hands out magazines and tells Ss to find four emotions and cut (tear) the picture out of the magazine.	Teams compete	Magazines, scissors,	10 min
13	S	Homework review	Hands back homework assignment. Discusses answers to each section	Responds, corrects	Homework 3	10 min
14	A	Homework review	Has Ss read their description of place aloud to the class	Reads	HW3	15 min

NOTES:

Pre-Lesson:

[1]
A: How do you feel?
B: I am [happy, sad, angry …]

[2] adjective network tree

[3]

Question	Affirmative	Negative
Am I tired?	I am tired	I am not tired.
Are you confused?	You are confused.	You are not confused.
Is Songsri happy? Is she is happy?	Songsri is happy. She is happy.	Songsri is not happy. She is not happy.
Is Surasak cold? Is he is cold?	Surasak is cold. He is cold.	Surasak is not cold. He is not cold.
Are we sick?	We are sick.	We are not sick.
Are they sick?

I am tired.
You are sad.
Songsri is happy.
She is happy.
Somdet is confused.
He is confused.
Erik and Helen are surprised.
They are surprised.
We are cold.

Post-Lesson:

Highlights:
Chanu and several Ss wanted to know when to say “cold” versus “cool.” I proceeded to draw a phallic-looking thermometer which sent the classroom into an uproar. It did work, combined with TPR for shivering (cold) and standing in front of a fan (cool).

This week we switched section A and B so that section B started at 8:30 am. This was unfortunate for section B, as this lesson evolved dramatically from first to second teaching.

During eliciting many Ss offered verbs (crying for sad, thinking for confused). I hadn’t anticipated this but it makes for some great homework or follow-up lesson ideas for relating the two (cause and effect: I am sad. I cry. Because I’m confused, I think.).

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