LESSON PLAN

Teachers’ name: Huynh Le Huong Kieu – Truong Ngoc Minh Chau

Lesson/ Title: EMOTION
Class: 42 students
Description of class:
‐ Proficiency level: Vantage level
‐ Number of students: 20
‐ Age: 11 years old.
‐ Students’ characteristics: Most of the students are active and have had a strong foundation of English.
‐ Duration: 45 minutes
I. OBJECTIVES
By the end of the lesson, students should be able to:


II. RECENT WORK/ LEARNERS’ PRIOR KNOWLEDGE
 Adjectives describing emotions.
 How to describe their emotions.
 The concepts of phrasal verbs and idioms
III. APPROACHES/ METHODS AND TEACHING AIDS
 Presentation – Practice - Production Model
 Slides, video, pictures and A4 papers.
 Communicative Language Teaching
  Task-based Language Teaching

IV. TEACHING PROCEDURES

Aims Teacher’s activities Students’ activities Content

WARM-UP (3’)
- To activate students’ - Divide the class into two teams - Get into two teams as
schemata. of ten students. instructed.
- To provoke students’ - Divide the board into two
curiosity and motivate sections.
them to learn the new - Give one team a blue marker,
content. and the other red.
- Give instructions: “Each team - Listen to the teacher’s
will write as many adjectives instructions.
used to describe emotions as
much as possible. You have
only three turns, each of which
lasts 15 seconds. You can send
at most two students for each
turn. The team with more
vocabulary items wins.”
- Give an example by selecting - Carry out and observe the
two students from each team to demonstration.
write down several adjectives
on the board. On this occasion
only, the turn should last only
10 seconds.
- Ask the students whether they - Answer the teacher’s
understand. If no, explain the question and get ready.
rule one more time; if yes, start
the game.
 - Carry out the game as - Play the game as instructed.
instructed.
- After the game, count the - Congratulate the winning
number of vocabulary items on team and receive the present.
each side and give the winning
team a suitable present.
PRESENTATION (7’)

- To give students an - Divide the board into two parts: To see red: to be very furious.
understanding of the one blank and the other with To be bent out of shape: to be very annoyed.
idioms presented in three sections: the sideline, To be on cloud nine: to be very happy (=elated)
context. ‘positive’(+) and ‘negative’ (-) To be on pins and needles: to be feeling
- To foster the spirit of sides. anxious/nervous.
teamwork. - Stick the flashcards with To be tickled pink: to be very pleased.
- To motivate students illustrations on the sideline. To get up on the wrong side of the bed: to be in
to use the idioms in - Divide the students into four - Get into groups of four. a bad mood and to be easily annoyed all day
appropriate context groups of five and give them a
piece of A3 paper.
- Give instructions: “You will - Listen to the teacher’s
discuss whether each instructions.
vocabulary item presented here
expresses a positive or negative
feeling, following the layout on
the board. When you’re
finished, stick your paper on the
blank side and write down the
order in which your group
finishes. The group with the
most correct answer wins. You
have five minutes to discuss to
write down the answers.”
- Ask the students whether they - Give the teacher a
understand. If not, give them an confirmation and observe the
example. example if needed.
- Carry out the task: when the - Carry out the task as
 students finish sorting, choose instructed.
the group with the most correct
answers. If tie, congratulate
them and pick one group for
demonstration.
- Sort the items according to the
students’ answers and make
corrections if needed.
- Ask a student from the winning - Give the teacher his/her
group what he/she thinks each prediction. If the student’s
idiom means. If there is a tie, team sorts the idiom wrong,
ask a student from the group s/he can give the original
that finishes first. guess.
- Confirm whether their - Listen to the definition and
prediction is correct and write examples.
down the meaning. Give them a
detailed example: i.e Hoang has
just got a 3 in his midterm
exam. His mother must be
seeing red now.
- Check their understanding by - Give the answer as
inviting a student to make a instructed.
sentence that has the same
amount of context as the
examples given.

CONTROLLED PRACTICE (6 minutes)

To help students to -Say hello to every student. - Say hello to the teacher. Task: Work in pairs, fill in the blanks with
remember the six “Hello everyone, I’m Ms. Kieu. these following words by making questions and
vocabularies. So, again, can you tell the topic answering them: disgusted, angry, worried,
we are learning about, class? happy, afraid of and bored.
Louder, I cannot hear you? Ok,
in order to help you remember Ex: They are so___ that he is able to come to
and know how to use these six the wedding.
new words, let’s move the next
 How do they feel when he is able to come to
part. PRACTICE!” the wedding?
- Ask students to form into pairs. - Form into pairs.
“Ok class, please form into pairs - They are so pleased that he is able to come to
with your partners!” the wedding.
- Ask them to work in pairs, fill - Listen to the teacher 1. John was very ____ after winning the
in the blanks with the six instruction carefully.
competition.
vocabularies in 3 minutes by
making questions and answering  happy
them.
“Now, please look at the task on 2. The child is____ the dark.
the screen. Work in pairs, fill in
 afraid of
the blanks with these following
words by making questions and 3. They feel____ that their complaints were
answering them: disgusted, ignored.
angry, worried, happy, afraid of
and bored. Please speak out.  angry
There are 6 sentences here so
4. Lisa was getting ____ with doing the same
each student can ask 3 questions
and answer 3 sentences. Your thing every day.
pair will get a small gift from me bored
if you have the right answer.”
- Check their understanding. 5. Doctors are ____about the possible spread of
the disease.
+ “Ok class, you have to create + Answer the questions:
questions and answer these “Create and answer these  worried
sentences or just fill them?”, questions.”, “Speak out!”
“You have to speak out or just 6. I was _____ with myself for eating so much.
write down?”  disgusted
+ “Please look at the example +Listen to the teacher
here. Student A can create a instruction carefully. Do the
question by asking: How do they task.
feel when he is able to come to
the wedding? and then student B
can answer that question with the
completely filled sentence here:
They are so pleased that he is
 able to come to the wedding.”
- Call randomly 6 pairs, each pair - Do the sentence is asked.
will complete one sentence of the
task.
“Can this pair do the sentence
number ___ (number of the
sentences) for me please?”
- Show the answers. Give a - Give a big hand to the pairs
compliment to the pairs having having the correct responses.
the correct responses.
“Here is the right answer.”
“Terrific!”, “Well done!”, “Give
them a big hand please!”, etc
- Explain if the students have any - Listen to the teacher’
question. explanation and take note.
“I’m so sorry but the answer is
not....... As you can see here,....”

FREER PRACTICE (3 minutes)

To help the students to - Ask each pair to ask and answer - Listen to the teacher Task: Work in pairs, ask and answer questions
use the six vocabularies questions about themselves by carefully. about yourselves by using the six new words
to make and answer using the six new words that they that you have learnt today.
questions in have learnt today in 1 minute. Example:
conversations. “Now, please look at the task on Student A: When you get 100 points in the
the screen or on the handout I’ve midterm test, how do you feel?
given you. Work in pairs, please Student B: Of course, I’m very happy about
each pair ask and answer that.”
questions about yourselves and
answer it them by using the six
new words that you have learnt
today in 1 minute. Your pair will
get a small gift from me if you
volunteer.”
- Check students’ understanding.
+ “Ok, will each pair make a + Answer the teacher: “Make
 sentence or make questions and questions and answers them.”,
answers them?”, “About “About ourselves.”, “More
whom?”, “You just use one of the than one.”
six new words, right?”
+ “Let’s take an example. + Listen to the teacher
“Student A can say: When you carefully. Do the task.
get 100 points in the midterm
test, how do you feel?
Student B can answer: Of course,
I’m very happy about that.” - Listen to the teacher
- Give feedback to their response. carefully. Take note.
PRODUCTION: HOMEWORK
To give students a -Ask them to create a short - Create a short conversation Homework: Create a short conversation that
chance to remember conversation that include some of that include some of the six include some of the six vocabularies or all of
how to use the six the six vocabularies or all of them vocabularies or all of them in them in pair. Then practice with their partner.
idioms and apply them in pair. Then practice with their pair. Then practice with his/
in their own daily partner. her partner.
conversation. “Ok class, this is your
homework. Please at home,
create a short conversation that
include some of the six
vocabularies or all of them in
pair. Then practice with their
partner.” (at least two questions
and two answer.) - Answer the teacher’s
- Check students’ understanding. questions.
“Ok, you need to create
conversation with whom?”,
“Include what?” “At least...?” - Remember to do the
- Pick randomly some pairs and homework and practice
ask them to perform in front of performing the conversation.
the class next week to make sure
that they won’t ignore the
homework.
“I will pick randomly some pairs
 and ask you to perform in front of
the class next week. Therefore,
please remember to do the
homework.” - Say goodbye to the teacher
- Say goodbye to the class.
“Ok, goodbye class! Have a nice
day!”

V. ANTICIPATED PROBLEMS & SOLUTIONS

PROBLEMS SOLUTIONS
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