Difference between revisions of "Emotions Lesson Plan"

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(Created page with "'''Name of Teacher:''' Debbie Chaplin with various JTEs '''Class/Grade/Language Level:''' Senior High School '''Textbook and specific lesson:''' Emotions from the Sailing, E...")
 
 
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''Materials:'' [[Media:Debbie Chaplin - Question Sheet for Lesson Plan - Emotions.docx | Worksheet, cards]]
 
''Materials:'' [[Media:Debbie Chaplin - Question Sheet for Lesson Plan - Emotions.docx | Worksheet, cards]]
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{| class="wikitable"
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|+ Lesson Plan: Emotions
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|-
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!width-40% |Time (min):
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!width-40% |Activity:
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!width-40% |ALT Procedure:
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!width-40% |JTE Procedure:
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!width-40% |Student Procedure:
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|-
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|8
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|Greet and Hangman
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Play hangman using the word “Emotions”. 
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All the students will stand and suggest letters of the alphabet.  If they guess correctly, they can choose row column or diagonal, by saying, I choose row/column/diagonal.  The students sitting in the chosen direction, can all sit down.  If the suggested letter is incorrect, the ALT will start drawing parts of the Hangman picture.
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|Greet and Hangman
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Explain the activity and provide a visual example on the board.
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|Greet and Hangman
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Please help to explain further if it is necessary.
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|Greet and suggest letters for the word.
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Choose row, column or diagonal.
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|-
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|12
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|Section 1, vocabulary.
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Read the vocabulary and match the words to the pictures.
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|Explain the activity.
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Read the vocabulary and ask the students to repeat after you.
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Ask the students to match the word to the picture.
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Provide the answers.  Prompt the students for the answers and write it on the board.
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Ask the students for the Japanese equivalent of the words after providing the answers to confirm that everyone is on the same page.
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|Please help to explain the activity further if it is necessary.
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Please confirm if the Japanese words provided are correct.
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|Repeat the words in English
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Match the words to the pictures.
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Provide the answers verbally.
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Provide the Japanese equivalent.
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|-
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|5
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|Section 2, Charades in groups of 4/5 students.
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Each student will act out one emotion.  The emotion chosen cannot be repeated within the group.  Rock, scissors, paper can be used to determine who starts first.
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|Explain the activity and provide an example.
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Write the question on the board.
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Gesture an emotion and the JTE will ask the question.
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|Please help to explain further if it is necessary.
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Please ask the question, Are you ~emotion~?, after the ALT gestures the emotion.
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|Act out the emotions.
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|-
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|5
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|Section 4, Classifying the emotions into positive and negative emotions.
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|Explain the activity and ask the students to provide verbal answers to the question, “Is ~emotion~ positive or negative?”.Write the answers on the board next to the answers noted for section 1.
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-If the students are reluctant to provide the answers choose specific people or provide the answer.
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|Please help to explain further
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|Provide the answer verbally.
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|-
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|15
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|Section 5.
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Group work. 
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The cards will be face down on the desk.  One student will read the scenario on the card and the person to their left will answer with the emotion they think the person/people in the story feels.Each person in the group will read a card and providean answer.
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The first person to read will be the first person that did the gesture during the charades activity.
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|Explain the activity
 +
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Do a demonstration with the JTE.
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Give each group a stack of cards.
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Assist the students as needed
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|Please help to explain further if it is necessary.
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Do a demonstration with the ALT.  Draw a card, read the scenario and ask the one of the four questions
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Assist the students as needed.
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|Read the scenario on the card and answer appropriately.
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|-
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|5
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|Conclude the lesson.
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Gather all the materials and ask the final question, The lesson is over how do you feel?
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|Get the students attention.  Ask them to stack the cards and return them.
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Ask the final question.
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|Please help to round up the lesson if it is necessary.
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|Stack the cards and return them.
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Answer the final question.
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|-
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|}
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''Notes:''
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Reference: 1. British Council, ESOL Nexus, Feelings lesson

Latest revision as of 05:23, 11 December 2018

Name of Teacher: Debbie Chaplin with various JTEs

Class/Grade/Language Level: Senior High School

Textbook and specific lesson: Emotions from the Sailing, English Conversation, textbook with additional activities

Goal: Recognising emotions in certain situations

Preparation: Printing worksheets and cutting up the cards

Class time: 50 minutes

Student Objectives: Group work, listening, pair work, reading, worksheets

Materials: Worksheet, cards

Lesson Plan: Emotions
Time (min): Activity: ALT Procedure: JTE Procedure: Student Procedure:
8 Greet and Hangman

Play hangman using the word “Emotions”. All the students will stand and suggest letters of the alphabet. If they guess correctly, they can choose row column or diagonal, by saying, I choose row/column/diagonal. The students sitting in the chosen direction, can all sit down. If the suggested letter is incorrect, the ALT will start drawing parts of the Hangman picture.

Greet and Hangman

Explain the activity and provide a visual example on the board.

Greet and Hangman

Please help to explain further if it is necessary.

Greet and suggest letters for the word.

Choose row, column or diagonal.

12 Section 1, vocabulary.

Read the vocabulary and match the words to the pictures.

Explain the activity.

Read the vocabulary and ask the students to repeat after you. Ask the students to match the word to the picture.

Provide the answers. Prompt the students for the answers and write it on the board.

Ask the students for the Japanese equivalent of the words after providing the answers to confirm that everyone is on the same page.

Please help to explain the activity further if it is necessary.

Please confirm if the Japanese words provided are correct.

Repeat the words in English

Match the words to the pictures.

Provide the answers verbally.

Provide the Japanese equivalent.

5 Section 2, Charades in groups of 4/5 students.

Each student will act out one emotion. The emotion chosen cannot be repeated within the group. Rock, scissors, paper can be used to determine who starts first.

Explain the activity and provide an example.

Write the question on the board.

Gesture an emotion and the JTE will ask the question.

Please help to explain further if it is necessary.

Please ask the question, Are you ~emotion~?, after the ALT gestures the emotion.

Act out the emotions.
5 Section 4, Classifying the emotions into positive and negative emotions. Explain the activity and ask the students to provide verbal answers to the question, “Is ~emotion~ positive or negative?”.Write the answers on the board next to the answers noted for section 1.

-If the students are reluctant to provide the answers choose specific people or provide the answer.

Please help to explain further Provide the answer verbally.
15 Section 5.

Group work. The cards will be face down on the desk. One student will read the scenario on the card and the person to their left will answer with the emotion they think the person/people in the story feels.Each person in the group will read a card and providean answer.

The first person to read will be the first person that did the gesture during the charades activity.

Explain the activity

Do a demonstration with the JTE.

Give each group a stack of cards.

Assist the students as needed

Please help to explain further if it is necessary.

Do a demonstration with the ALT. Draw a card, read the scenario and ask the one of the four questions

Assist the students as needed.

Read the scenario on the card and answer appropriately.
5 Conclude the lesson.

Gather all the materials and ask the final question, The lesson is over how do you feel?

Get the students attention. Ask them to stack the cards and return them.

Ask the final question.

Please help to round up the lesson if it is necessary. Stack the cards and return them.

Answer the final question.

Notes:

Reference: 1. British Council, ESOL Nexus, Feelings lesson