Lesson Three – Emotions/Idioms The following plan is for students advanced in speaking the English language. It can be modified and reduced for intermediate or beginners. Objectives: 1. The students will be introduced to Emotion vocabulary by use of flash cards and teacher assistants acting out emotion– repeat orally 2. The students will be introduce to Idioms – using flash cards repeat orally 3. The students will use vocabulary and idioms in dialogue 4. The students will match emotions with pictures in workbook. 5. The class will stand up and act out emotions (TPR) 6. The students will learn songs and jazz chants about Emotions 7. The students will write out a sentence using one idom. 8. The students will be reminded that all group work must be done in English. Vocabulary: Emotions – feelings Idioms – words that have a different meaning from the way used Happy Sad Surprised Anger Frustration Excited Fear Silly Sleepy Bored Confused Jealous Love Shy Sick Idioms: Feeling Great/Happy I fell like a million bucks – (I feel terrific) She‟s got it made – (She‟s already successful) She is tickled pink – (happy, very pleased) Sadness/sad I feel blue, I‟ve got the blues – (I feel sad) I‟m down in the dumps – (I‟m depressed) I have a heavy heart – (weighed down with sorrow) When someone is sad, you might say… Keep your chin up – (don‟t worry) Anger He hit the ceiling – (He became very angry)

He lost his temper – (same) He blew his top – (same) He is ticked off – (same) When someone is angry, you might say… Cool it – (Calm down) Fear/Afraid He‟s a chicken – (He‟s afraid, a coward) He‟s yellow – (same) He‟s a „fraidy cat – (same) He‟s a wimp – (He‟s a weak, fearful person, lacks courage) Love He‟s head over heels in love – (He‟s really in love) She‟s crazy about – (She‟s loves him, too) Idiom Jazz Chants #1 Are you angry? Are you mad? Are you ready to hit the ceiling That‟s too bad! Are you ready to lose your temper? Are you ready to blow your top? Are you ticked off? Cross? You must stop! Cool it! Calm down! Listen to me! Things will be fine – just wait and see! #1

Poor old Joe, poor old fellowHe‟s so scared; he‟s so yellow! He‟s a chicken, a „fraidy cat, too! He would wimp out if I said, “Boo!” Songs If You‟re Happy and You Know It If you‟re happy and you know it clap your hands (Clap Clap) If you‟re happy and you know it clap your hands (Clap Clap) If you‟re happy and you know it, then your face will surely show it. If you‟re happy and you know it clap your hands (Clap Clap) Repeat replacing Clap with “Stomp your feet”, shout “Hoorah”, do all three.

Teaching Dialogue: 1. Review any words that may be difficult 2. Read the dialogue to the class 3. Read again with Assistant responding 4. Have the class echo each line after Assistant and me 5. Have the class read a part, and I read a part, Assistants speak along with the class Dialogue: #1 Hi Paul, how was your first day at summer camp? #2 It was great. How was yours? #1 It was awesome! At first I was shy. I didn‟t know anyone. #2 I was surprised that I was not more afraid. #1 We met our teacher, Nancy, and her assistants, Karen and Carson, yesterday. I am happy they are our teachers. I love them already. #2 I am happy and excited! I think I will be sad when Summer English Camp is over. #1 My new friend was frustrated because she/he found it confusing to learn idioms. #2 That‟s silly. I am surprised to hear that. I love learning idioms! #1 Well, I‟d rather be frustrated than bored. #1 Another new friend was angry because he was so sleepy from staying up late the night before, that he woke up late, and found he missed the class! #2 I bet he is jealous of all that we learned while he was sleeping! #1 At least he was not sick. I think he will go to bed on time tonight. #2 Yes, we all need to go to bed early, because we love our English Speaking Camp! Materials Needed 3 X 5 cards with idiom (20 cards) List of emotions with faces (Carson) 25 pencils Happy Face individual Tablets of lined sheets Happy Face Stickers Happy Face Balloons to decorate classroom

First Hour - “Good Morning Class” I.

Review – previous day‟s vocabulary

II.

Teach new vocabulary A. Teach difference between Idiom and Emotion – explain that every country has idioms and unless you know some of them, it is often hard to understand what someone is saying. B. Introduce the emotions to be covered, making certain that each is well understood. Assistants act out with facial expressions and body language each emotion. Students repeat word. C. After the vocabulary for emotions has been introduced, play a quick game with TPR. Have the class stand and as I name an emotion and point to a student. He/she must repeat the word, and then “express‟ the emotion physically with facial expression and body posture. After several have done it, have the whole class respond. D. Practice dialogue on emotions – first Assistants and teacher, then work in pairs. E. Last 10 minutes of class, different pairs do dialogue in front of class. Homework: - Direct them to their WB‟s and the page with the emotions written on one side, the character‟s expressing on the other side. Then connect.

Second Hour A. Next, doing one emotion at a time, teach the idioms that express that emotion. Direct them to WB and pictures. Have students repeat the emotion, and the phrase. B. Think-Pair-Share: In partners, students focus on one idiom assigned to them on a card. Their assignment is for each one to come up with a sentence using the idiom in context. Partners think about the idiom and share their response with their partner. Have partners stand and share idiom sentence with whole class. One partner tells what the idiom is and what it actually means in complete sentence. The other partner states the sentence they both came up with. Third Hour A. Review TWO Idiom Jazz Chants B. Sing Song – If You‟re Happy and You Know It C. Sing Song “Scratch a Friend‟s Back”, “Getting to Know You” and “Camp Song” OR C. For advanced Students: In 5 groups of 5 students per group– pass out paper and pencil and a secretary is picked. Each group gets an emotion with accompanied Idioms. The group is responsible for writing a brief story using all the idiom expressions in context. The goal is to choose an appropriate situation or story for the idioms assigned. Set time limit, and then have groups share their story.