LESSON PLAN TEACHER: Helen-Sabina Aptroaie SCHOOL: Liceul Tehnologic de Industrie Alimentar ibana GRADE: X-E BOOK: Upstream

upper-intermediate UNIT: Moods and feelings LESSON: How do you feel? AIMS: by the end of the lesson the students will - make correct English questions and answers using given visual and linguistic supports - make correct English dialogues using given words and situations - match the adjectives with the corresponding physical sensations and animals - make short monologues to present moods and feelings in a certain situation in their lives - act out moods and feelings using only the body language METHODS AND MEANS: explanation, exercise, dialogue, demonstration, images ORAGANISATION: in pairs, in groups, individual, frontal SKILLS: speaking, writing

LESSON DEVELOPMENT INTRODUCTION: The teacher introduces the students with the topic of todays lesson by letting them know that theyll discuss about moods and feeling in different situations. ACTIVITY ONE AIM: make correct English dialogues using given words and situations PROCEDURE: How do you feel about the following things? Act out changes as in the example and then report to the class about your partner. Cooking Traveling to work Writing letters Shopping Going to the cinema Exercising Driving Tidying up frustrating relaxing dull enjoyable boring tiring stressful

Model: A: I find cooking really enjoyable. B: Really? I dont. In fact, I find it quite stressing. A: I find shopping tiring. B: Really? I dont. In fact, I find it quite relaxing. Each students uses the information from this exercise so that to be able to present his partners moods and feeling in the given situations. The teacher encourages the students to make correct dialogues, corrects them when necessary and asks them to write the information. Model: My partner, B, find cooking to be stressful while going shopping is relaxing. ORAGNISATION: in pairs, frontal TIMING: 10 minutes

ACTIVITY TWO AIM: match the adjectives with the corresponding physical sensations and animals PROCEDURE: PART ONE: a) in groups, match the feeling to the physical sensations and then make sentences as in the example: Feelings Angry Frightened Excited Hungry Stressed Nervous Physical sensation Butterflies in the stomach Heart pounding Sweaty palms Rush of adrenaline Stomach rumbling Red face

I was so angry my face was red. I was so frightened my heart was pounding. The teacher encourages the students to come up with their own contexts for the adjectives. b) what feeling does someone in your country express when they: 2

- clench their fist - frown - drum their fingers - lick their lips - raise their eyebrows - wrinkle their nose? The students are encouraged to give their solutions: In my country people clench their fist to show they are angry. In my country people drum their fingers to show they are impatient or nervous. PART TWO: What character qualities are these animals associated with? Look at the pictures and complete the idioms then match them with their opposites idiom As brave as a animal opposite Flexible

As wise as an

Noisy

As stubborn as a

Modest

As cunning as a

Cowardly

As quiet as a

Straightforward

As sick as a

Healthy

As proud as a

Quick

As slow as a

Foolish

Solutions: As brave as a lion # cowardly As wise as a owl# foolish As stubborn as a mule# flexible As cunning as a fox# straightforward As quiet as a mouse# noisy As sick as a dog# healthy As proud as a peacock# modest As slow as a snail# quick ORGANISATION: groups of 2 students TIMING: 10 minutes ACTIVITY THREE AIM: being able to understand individual capacity for dealing with stress moods and feelings in a certain situation in their lives Our Ability to Handle Stress Understanding our individual capacity for dealing with stress, hard times and uncertainty is useful in predicting how well we hold up and maintain our well-being under stress and uncertainty.

Directions: Read each statement and record the indicated number score for each response that most accurately describes your thoughts or feelings. Remember that there are no wrong answers. 1. If someone is on a team and no longer enjoying it. a. He should stick it out till the end of the season.1 point b. Quit and find something he enjoys more.0 points 2. When something bad happens to me. a. I am able to put it behind me and move on.1 point b. I tend to think about it over and over.0 points 3. Most good things happen in life because of. a. Good planning.1 point b. Good luck.0 points 4. I have little influence on what my family decides to do. a. Agree.0 points b. Disagree.1 point 5. When I dont understand something I usually ask for an explanation. a. Agree.1 point b. Disagree.0 points 6. In the long run I think the bad things that happen are balanced by the good. a. Agree.1 point b. Disagree.0 points 7. I think its better to be. a. Smart.1 point b. Lucky.0 points 8. Most of the time, it doesnt pay to try hard because things never turn out right anyway. a. Agree.0 points b. Disagree.1 point 9. I think that wishing hard can make good things happen. a. Agree.0 points b. Disagree.1 point 10. I really get down on myself when things go wrong. a. Agree.0 points b. Disagree.1 point 11. When I have something unpleasant to do, I. a. Stick to it until its finished.1 point b. Procrastinate.0 points 12. Getting ahead in life depends mostly on. a. Hanging out with the right people.0 points b. Working hard.1 point 13. I handle unexpected problems better than most of my friends. a. Agree.1 point b. Disagree.0 points 5

14. What happens to me in the future is mostly dependent on. a. Those in power.0 point b. Choices I make.1 point 15. When I am really upset I have someone I can talk to. a. Agree.1 point b. Disagree.0 points 16. Most days, I find that life is. a. Predictable and not too exciting.0 points b. Interesting and exciting .1 point 17. I believe that a Higher Being has a plan or good purpose for my life. a. Agree.1 point b. Disagree.0 points 18. It is hard for me to change a friends mind about something. a. Agree.0 points b. Disagree.1 point 19. I avoid trying to learn new things when they look too complicated or difficult. a. Agree.0 points b. Disagree.1 point 20. It is easy for me to say no to my friends. a. Agree.1 point b. Disagree.0 points Results Resilience and hardiness is about how we perceive and value ourselves, our sense of purpose and adaptability; our influence on the world and those around us, and our passion and excitement for life. Our capacity for resilience depends on things like home environment, age and maturity level and support from others. Total your score. If your score is: 15- 20 points: Your score suggests that you are highly resilient. When faced with crisis or a serious problem, you take it on and seldom flinch. You see the possibilities in difficult situations that others often miss. You are comfortable with who you are, believe that there is a purpose for your life and seldom let past mistakes weigh you down or keep you from pursuing your goals. You have at least one special relationship in which you can trust and confide when the going gets tough. You feel that your opinions count and that you can make a difference. Under stress you adapt and somehow manage to maintain your sense of well-being. 11-14 points: You are moderately resilient. When faced with crisis or a serious problem, you take it on rather than retreat. You have the capacity to find ways to improve difficult circumstances. You have at least one relationship in which you can trust and confide when the going gets tough, but you are just as likely to keep your feelings to yourself. You believe that your opinions count and that your life has a purpose. Under stress you endure, buckle down and keep going.

0-10 points: You have a lot of questions about how life works and whos in control. You may feel that you have little influence over what happens in life. When faced with a serious problem, you tend to avoid dealing with it directly and may look for ways to escape-healthy or unhealthy. Under stress you may need the support of others to help you through the difficult times. ORGANISATION: individual TIMING: 15 minutes ACTIVITY FOUR Mood Charade AIM: acting out and guessing moods and feelings PROCEDURE: 1. Tone, mood and emotion are very subjective and hard to explain. Spend some time first just talking with children about it. Mood is probably the easiest one to start with. Ask them to describe what a bad mood would look and sound like, then a good mood. They should be able to give you a pretty good explanation of each. Then move on to more complex moods. Come up with 20 different moods, and write each on a slip of paper. Examples to get you started:

Nervous Confused Frustrated Hopeful Excited Stern Uncertain Confident Malicious

2. Mood Charades is easy to play, but hard to win. Split into two teams of two or more people in each. Each team should take turns. In a turn, a team member draws one of the mood slips from a hat or bowl. He or she must act out the mood, without saying 7

a word! Set a time limit on the turn (thirty seconds should be about right), and see if her team members can shout out the correct mood! If so, they earn themselves a point, and it is the other team's turn. Play until all mood slips have been drawn. The team with the most points wins! ORGANISATION: individual, frontal, pair work TIMING: 15 minutes EVALUATION The students are appreciated for their answers during the lesson; the teacher points out the eventual mistakes that have been made during the four activities; the students are encouraged for the future lessons. TIMING: 5 minutes