May Farouni May Farouni

Intermediate level level


Today i will introduce character adjectives through a quick activity of "choose the correct adjective for each picture", then i will use pictures of famous dead Turks to elicit more character adjectives. Students will probably learn new vocabulary. I will go through some of the adjectives with sts to check if they can pronounce them correctly. As pre listening task , i will used a picture of female adventurers and ask CCQs before listening to the radio show . Sts will check their answers in groups/pairs. Final stage, sts will be asked to work in groups and from the pictures decide who is the greatest Turk


Main Aims

  • To provide specific information listening practice using an audio recording of two TV producers discussing a new TV show depicting the life of the first female pilot in the context of Adventurer

Subsidiary Aims

  • To provide review of character adjectives in the context of Female Adventurer


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will give sts HO and ask them to match the correct character adjectives with the picture ( adventurous, talented sensible sensitive , brave, determined, reliable, independent , organised, stubborn ambitious , confident, practical , generous , mean , responsible). T instruction : "chesting", "work in pairs", "match word with picture"," you have 5 min" , FB through answer key. T will observe pairs , if a picture was unclear , T will elicit .

Ask your partner (3-5 minutes) • Concept checking / Free practice

After they check their work together , T will ask change pairs (if the same students are always sitting together and if this was not done at the beginning of the class). Asks each sts to think of 2 people they know , choose an adjective from the exercises to describe them, and to think of a reason why they chose those adjective. T might need to model the exercise . T will ask one sts to tell her what their partner wrote about and why for FB . T will try in this stage to check for pronunciation errors

Pronunciation Drill (3-5 minutes) • To improve Pronunciation

If T assumption were proven to be true, teacher will do coral drilling for the following words adventurous /ədˈven.tʃər.əs/, ambitious/æmˈbɪʃ.əs/ , reliable /rɪˈlaɪə.bl̩/, generous /ˈdʒen.ər.əs/ ,determined /dɪˈtɜː.mɪnd/ , talented /ˈtæl.ən.tɪd/ -

Pictures of Famous Dead Turk (3-5 minutes) • To practice character adjectives

T will show pictures of Erol Taş (actor) Kayahan Açar ( singer, song writer) , Kemal Sunal ( Actor), Mehmet Âkif Ersoy (poet, writer, academic, member of parliament, and the author of the Turkish National Anthem), Barış Manço ( rock musician, singer, songwriter, composer, and television producer), Adile Naşit (actress), Sabiha Gökçen (Aviator), Hürrem Sultan (powerful and influential women in Ottoman history). T will elicit by asking CCQs incase the students didn't knw ( Do you know ...points at the picture, Is he a politician? Is he known/famous? Is she alive ? Is he serious?Was she a doctor? Was she a dancer? Was he boring? Did he make you laugh? Is she courageous? Was she afraid of flying ).

Pre-Reading/Listening (5-10 minutes) • To prepare students for the text and make it accessible

T will show STS picture of women doing activities like sky diving, glacier climbing, rope sliding (?) ( Is that a man and a woman? Is this an easy thing to do? Do is need courage? Is it safe? Is it exciting ? Is it for men only?) To elicit that women are capable of doing the same activities as men. Then T will show a picture of the Wright brothers ( Are they famous? are they alive? Is this new picture? Did they build cars ?) then T will point at Harriet Quimby picture ( Is that a man or woman ?, Is she driving a car? Is she famous? Is she alive )

While-Reading/Listening #1 (4-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T will play the recording and ask sts to listen without trying to look for any specific information . T will ask sts to solve the first 3 questions ( ex 3 a) ( T will do chesting )

While-Reading/Listening #2 (7-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T will ask the STS to READ the question in ex 3 (b) , T will tell the students she will play it again . After listening STS will solve the questions in pairs/group. FB (?)

Post-Reading/Listening (4-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T will group sts and ask them to think about who should be the greatest Turk . Sts discuss and decide . They should give one reason to why they chose whom they chose

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