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English for Specific Purposes: Workplace English

Pre-lesson inventory:
Overview of lesson objectives:
Language/content:
Students will be able to use the target social language (i.e., feelings) vocabulary
appropriately, and according to context, so they are better able to communicate with coworkers in the workplace.
Material to take to class:
Cloze exercise hand-out (12 copies), Strip sentence cards (10), A picture is worth a thousand
words cards (10), contact information sheet (1)
Warm-up How are you feeling today? (5 mins)
Purpose:
To give students an opportunity to transfer the vocabulary they learned last week in order
to talk about how they feel today.
Procedure:
1. I will ask students how they are today. I will tell them how I am today using some of the
target vocabulary words from the past two lessons. I will call on individuals if necessary
and try to guess how they are feeling to encourage them to tell me.
2. I will remind students that this is their last official class. I will ask them how that
makes them feel.
Transition: I will give students the first activity handout as we are finishing up the warm-up. I
will tell them to read the sentences and fill in the blank according to how they think the
individual in the sentence is feeling. Some of the sentences have more than one correct answer.
I will tell them to write their own sentences for the numbers 7 and 8 and share them with their
table partner when they are both finished.
Activity 1 Gap-filling exercise (10 mins)
Purpose:
Students will be able to fill in the correct feeling vocabulary according to the context of
the sentence.
Procedure:
1. Students will work independently or in groups to decide the correct feeling word to fill in
the gap.
2. Students will create two sentences of their own and share their sentences with their table
partner.

Transition: I will ask students to share the answers for the gap-filling exercise and ask if anyone
would like to share the sentence they wrote about themselves. I will explain that the next
exercise they will work on creating more sentences according to a feeling. These sentences have
a context but the sentences in the next activity will only include a feeling. I will give each
student a card with a sentence starter. Each student will have to write an ending to the sentence.
When they finish writing an appropriate ending they will pass the card to their right so the next
student can write their own ending. After the cards have been passed to 3-4 different people I
will have each student read a couple of the sentences from each card to decide if they are good
sentences (e.g., do they use an appropriate context for the feeling vocabulary word).
Activity 2 Strip sentences (sentence starters) (15 mins)
Purpose:
Students will be able to complete a sentence that communicates an appropriate
context/situation according to a feeling.
Students will read sentences and be able to decide if the context/situation is appropriate
for the feeling.
Procedure:
1. Students will receive a card that has a sentence starter which includes a target feeling
vocabulary word. They will finish the sentence with an appropriate context/situation
according to that feeling.
2. Students will pass their card to the right when they have finished a sentence.
3. Students will read the sentences to themselves and then out loud once the cards have been
passed 3-4 times.
Transition: Students will be told they are becoming experts on talking about feelings in context.
I will tell them we are going to do another exercise so that they will be experts. This exercise,
however, does not include any context or sentence starters or vocabulary. For this exercise,
students will have to come up with a context and the vocabulary according to how people look in
a picture. I will give each table two handouts that each have a magazine picture with a person.
Using Blooms Revised Taxonomy, students (in pairs) will answer questions to decide how they
think this person is feeling and then create a context for why this person is feeling this way.
After they answer the questions, they must create a dialogue, where one partner is one person
and the other partner is the other person. Their dialogue must convey a situation/context and a
feeling. I will select two pictures and briefly model the activity for students.
Activity 3 Whats happening in this picture with dialogue (25 mins)
Purpose:
Students will be able to think critically and analytically about a picture in order to create
a meaningful and language appropriate dialogue.
Procedure:
1. In pairs, students will be given two pictures conveying people with different expressions
(emotions/feelings).

2. I will give students a handout which has questions that prompt students to think critically
and analytically about the pictures. The questions will be hierarchically arranged
according to Blooms Revised Taxonomy.
3. As students answer the questions they will be forming a context for the reason the person
in the picture is feeling that way.
4. After 8-10 minutes I will tell students to write a dialogue where they pretend that they are
one of the people in the picture and they are talking with each other about why/what
happened to make them feel a certain way. I will encourage them to pretend that they are
talking to a co-worker.
5. Each pair will share their dialogue in front of the class.
Transition: I will provide positive feedback to each student on this lesson and for the whole
semester. I will remind students that graduation is on Thursday and I will tell them how I feel
about them graduating and ask them how they feel.
Closure Feelings about the last day (5 mins)
Purpose: Students will be able to make a statement according to how they felt, how they are
feeling and how they will feel at the end of the course.
Procedure:
1. I will ask students to compare how they felt earlier today, how they feel now, and how
they think they will feel on Thursday.
2. I will call on someone if no one volunteers. I will also model a sentence for them.
Announcements: Before students leave, I would like them to fill out a contact/info sheet.
Directions: Fill in the blanks with one of the words in the box below. Some sentences may
have more than one possible answer.
Frustrated

Nervous

Relieved

Scared

Lonely

Angry

Homesick

Tired

Thirsty

Embarrassed

Proud

Bored

Hungry

Worried

Overjoyed

1.

Carla feels _____________ because she received a good grade in her English class.

2.

Jessica lives in the U.S., but her mother lives in Russia. She misses Russia and her
mothers cooking. Jessica feels ______________.

3.

Antonio never studied and never did his homework for English class. He failed the class
and now must tell his parents. Antonio feels ________________. His parents will
probably feel _____________ after he tells them that he failed.

4. Mrs. Johnsons son is sick. He is in the hospital. Mrs. Johnson is _____________ about
her son.
5. Dustin forgot to eat breakfast. He also forgot to bring his lunch to work. Dustin will be
____________ today.
6. Nora is going to stay up all night to clean her house. Tomorrow she will be __________.
7.

8.
Directions: Look at the pictures and answer the following questions according to the
pictures. After you have answered the questions, pretend you are the person in the
picture and your partner is the other person and create a dialogue using feelings
vocabulary.
1. What is happening in this picture? What are the feelings of this person?
2.

Can you compare this person to yourself? What is a situation where you had
similar feelings?

3. What caption would you write under this picture to describe the situation and
feelings?
4.

If you met the person in the picture what questions would you ask him or her?

5. What is your opinion about how this person looks?


6. If you met this person what would you say to them?

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