SPEAKING LESSON PLAN

Setting:

Teaching objectives:

1. Each student will learn how to describe how he/she is feeling(state of being) using the following sentence:
   "I am + (adjective)."
   
2. Each student will learn how to use the following questions:
   -"Are you + (adjective)?"
   -"How are you?"
   
3. The students will be able to express how they are really feeling instead of always saying, "I am fine."

Materials

• 6-8 pictures of faces to illustrate states of being (i.e. happy, sad, content, etc.)
  
• A handout OR a simple explanation on the chalkboard illustrating how to formulate sentences and questions regarding a person's state of being
  
• Chalk and eraser

Warm-up/Review

(8 minutes)

• Review the conjugations for the verb "to be" learned previously.
  
• Write the conjugations of "to be" on the board or ask a student to do so:

Practice the different forms of the verb to be in the following context:
Tell your students to pretend that everyone in the class is 26 years old.

T: "I am 26 years old."
T: "(Student's name), is she 26 years old?"
S: "Yes, she is 26 years old."
T: "(Student's name), are they 26 years old?" Etc. . . .

If time allows, ask the students to take two minutes to practice asking and answering questions regarding the age of people they know (real people).Give an example (w/ a student) of how you would like the students to practice.

How old is/are (name(s) of a person)?
(Name of the person(s)) is/are _____ years old.
*Note: You may explain a cultural note to the students regarding the subject of age (i.e. older people and ladies may not want to give their age).

Introduction of the Lesson

Presentation of the Lesson

• happy
• sad
• awake
• tired
• content
• angry
• calm
• nervous

1. Repetition (pronunciation): Hold up a picture (or drawing) that illustrates each of the above emotions -- one at a time -- and say each word out loud twice. Have the students repeateach word.

2. Context: Have the students repeat the word a second time in context: Are you happy? (Are you happy?) I am happy. (I amhappy.) Ask them to imitate the sound of each phrase (intonation).

3. Personal time: Give the students a minute or two to learn the words (especially good for the individual learners).

4. Evaluation: Evaluate each student's knowledge by holding up the pictures and asking them to write down the appropriate word. Then review the correct answers as a class. . . . OR
5. Oral Evaluation: Ask simple questions (using these adjectives) and call on individual students to respond to them. You could also hold up a picture for a few seconds andthen simply call on a student. (Note: Words in context may bemuch more helpful than word recognition.)

*Cultural Note: Explain to the students that discussions about one's feelings normally occur among family and friends, just asis probably the case in their own countries.

Practice

• How are (you/we/they)?
• How is (he/she/name of person)?
• Are/Is (name/pronoun) + (adjective)

  Give the students an example/model:

• T: Juan, are you tired.
• S: No, I am not tired (or) No, I'm not tired.

Have the students switch roles after a few minutes.
Walk around the room to observe the students' performance (and to help them get started if needed)

Evaluation

• Give an oral test simply to test the students' understanding.
• Model questions: Are you happy? Is John sad? Are we content? Are they angry?

Application

• Group activity (in class):
• Before class, write each adjective learned in the vocabulary lesson on a piece of paper (at least one for each student.)
• Pass out the papers and ask the students to not sharetheir adjective (emotion) until the appropriate time during the game. You may have to show the students visually to hide their assigned feeling.
• Have the students find another student in the classroomand have them take turns guessing each others assigned emotion in the following manner:

S1: Are you happy?
S2: No, I'm not happy.
S2: Are you happy?
S1: No, I am not happy.
S1: Are you sad? . . .

Variations to the group activity:
Assign the students to work in pairs for the regular activity to avoid confusion. . . . OR
One student is assigned an adjective and then standsat the front of the room. The other students take turns asking him/her this same type of questions.

Homework

• Assign each student to ask someone they know one of the two feeling-related questions learned in this lesson. It may be helpful to remind them of what questions they can ask. (See "Lesson objectives")
  Ex.: They may ask their supervisor at work, a neighbor, or anyone else they know.
• Let the students know that they will have the chance to share their experiences briefly at the beginning of the next class.
• Smile and have fun!!!