Evgeniy Kalashnikov Evgeniy Kalashnikov

Vocabulary (negative prefixes) Radio Drama
Pre-Intermediate A2 level


In this lesson students learn new vocabulary on the topic of "describing a person's character" through reading a text which is a TV guide about a radio soap opera. The lesson starts with a video which is an exctract from a TV drama. Students discuss what it might come from and describe the main character. Then students do some reading for specific information to get the main idea about the plot of the radio drama and then do some jig-saw reading. After that students deal with the target vocabulary from the text and practise it in controlled and semi-controlled activities. Then they have a listening task which leads to the free practice task.


Abc Prezi (during the lesson)
Abc Projector
Abc Board
Abc Tack or magnets
Abc HO 1 (reading)
Abc HO 2 (target vocabulary)
Abc Word formation cards
Abc Periphrase task
Abc Main characters names (cards)
Abc HO 3
Abc Audio file
Abc Audio 2* (optional)

Main Aims

  • To provide clarification and practice of the negative adjectives on the topic of describing a person's character in the context of a radio drama

Subsidiary Aims

  • To provide specific information and detail listening tasks using a radio drama extract
  • To provide specific information reading tasks using a TV guide


Lead-in (4-4 minutes) • To set lesson context and engage students

Prezi Slide 1 as the background. Start your lesson with explaining that students are going to watch a short video. Ask them to think about what the video might be from and what types of person the main character is. Ask ICQs: T.: What will you have to do? T.: How many questions do you have to answer? T.: What are the question? Show the video and elicit the students' answers.

Exposure (6-6 minutes) • To provide context for the target language through a text or situation

Explain to students that in this lesson you are going to work with two soap operas. Introduce the first one. Show Prezi Slide 2. Distribute HO 1 (Check the materials) and tell the students that they are going to read the first paragraph of the TV guide and do the task on the slide. Elicit what kind what task that is and what they have to do. Give them 1-2 minutes to read and then let them check their answers in pairs. Elicit the answers. Answers: 1. popular radio drama/soap opera 2. Blake, The Blue Moon 3. The Angel 4. money and relationships between the family members Then ask students to read the rest of the TV guide. Bear it in mind that students have three different variants of the TV guide. The first paragraph is the same, while the other two are different. The second and the third paragraphs are about characters of the opera. Give them 2-3 minutes to read and answer the question who their characters are in the family. Then divide your students into groups of three so there were people with the three variants of the text (the worksheets are numbered 1-3) Draw their attention to the family tree on the board. Give them some time to work in their groups and discuss if the family tree on the board is correct or not. Elicit the answers and ask them to speak about the family.

Highlighting and clarification (10-10 minutes) • To draw students' attention to the target language + to clarify the meaning, form and pronunciation

Distribute HO 2 (Check the materials). (Prezi Slide 3). Try to elicit the task: T.: How many coloumns are there? (three) T.: What is there in the first one? (words) T.: Are they from the text? All of them? (yes, no) T.: Where can you tick if they are from the text? (the second column) T.: What do you have to write in the third one? (who the words refer to) Let them work in their groups and after that do quick feedback. The answers appear in the presentation. Ask students what all the words have in common. The anticipated answer is that they all have negative prefixes. Elicit the meaning of the target words. If students can't come up with the meaning, provide some context (see the language analysis for difficult words). Some things to cover: 1. Students might have difficulty with the words "immature", "inconsiderate", impatient", 'unrealiable", "unselfish". You might use some definitions/situations from the opposite: - Reliable [rɪˈlaɪəb(ə)l] people always do things that they promise to do - Selfish people usually only think about themselves, not other people - Patient [ˈpeɪʃ(ə)nt] people don’t get angry when they have to wait for something to happen - Mature [məˈtʃʊə] people behave like adults, not children - Considerate [kənˈsɪd(ə)rɪt] people are very kind and helpful 2. The words that are given with their transcriptions might be difficult in pronunciation (especially the stress). + in the word 'reliable' the second syllable might be pronounced as [ɪ]. Pay attention to the drilling. 3. you may want to give some ideas about the rules of using negatives prefixes: for example, usually bilabial sounds go together (im-mature, im-possible), or when an adjective starts with 'r' or 'l' it takes the prefix with the same consonant 'il-literate', ir-regular' Do some pronunciation drilling (ask them to repeat chorally and then individually)

Controlled Practice (10-10 minutes) • To concept check and prepare students for more meaningful practice

Distribute HO 3 and say that they are going to read a summer of another soap opera. Ask students to periphrase the underlined sentences using words with negative prefixes. First they work individually and then check their answers in groups Elicit feedback. The right answers: 1. dishonest 2. inconsiderate 3. impolite 4. impatient 5. disorganised 6. unhelpful 7. unreliable 8. immature 9. unselfish 10. unattractive 11. incorrect Turn down the presenation and ask the students to hide HO 2. Show the word formation cards and elicit the task. Distribute the cards and let the students work in groups. Do feedback saying the word without a prefix with students giving the answer with the right negative prefix.

Free Practice (15-15 minutes) • To provide students with free practice of the target language

Tell students that they are going to listen to the beginning of 'Family Business' episode. Show them Prezi Slide and ask a student to read the questions they must answer. Let them listen and then share their ideas in groups. Answers: 1. In the Full Moon 2. Clive, Lydia, Darren and Trudy. 3. Money problems, Lydia's visit to the bank, the number of visitors in the Full Moon and the Angel, Trudy's new job Explain that now students are going to introduce a new character into the soap opera. In their groups they must think about the name, his/her character and how he/she changes the plot. Give them some time to come up with ideas. Then ask groups to present their ideas. If you have some time left, you can play Audio file 2 to see what really happens then

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