Landis 6a opposites vocabulary
Elementary A1/A2 level
To provide practice of vocabulary related to descriptive adjectives in the context of family and generations
To provide accuracy in the use of descriptive adjective vocabulary in conversation
Procedure (38-46 minutes)
Ss use the picture of their family that they brought to class (or, if they didn't bring one, they can use the picture on the overhead) to list as many adjectives as they can to describe the person or people in the picture. T demonstrates with a picture of his family on the overhead, asking students to help generate a list of adjectives on the board. T elicits two sentence types: he/she is______. and he/she looks _____, does quick CCQ to clarify. T asks, which one will we use now? Do you know your partner's family? If you know something, you can use "is" and if you don't know you use..."looks". T demonstrates with picture on overhead. Next, each students tells their partner what they think about their partner's family. Students trade pictures with a partner. Students generate a few sentences (think, but don't tell your partner yet). Students tell partners their sentences. Partner says if they are right or wrong. Wrap-up: Students say (T puts sentence structures on board): "He says, my mother looks happy." I ask, "Is she happy?" or "He says, my mother looks happy, but she is really unhappy." etc.
Teacher uses any adjectives from lead-in that are on vocab list on p. 46 and elicits their opposites. Teacher uses pictures to elicit any remaining vocabulary and uses gestures or questions to elicit opposites. End result should be a list of opposites on the board. Drill pronunciation, highlighting stress and problem sounds. Use CCQs and pictures to clarify differences and nuances in meaning and usage. Students do worksheet with pictures to check understanding. Team competition cloze activity to check spelling: teacher puts a word on the board with letters missing. Each team tells their captain the answer (say the word and spell it). One point for each correct answer.
Students work in small groups of 3 or 4 to play a "password" type game. Each table has a deck of cards each with one of the adjectives from the list of adjectives for this lesson. One student draws a card and must describe the word in such a way as to elicit the adjective from the other students. The student with the card cannot use the word or any part of the word. Students take turns. The first team to get through all the cards wins. Then they repeat. The first time, they can use the opposite, but the second time they cannot even use the opposite.
Finding a friend. You are going to find someone to be your friend. Each student chooses 2 adjectives that describe a good friend and 2 adjectives that describe a bad friend. Ss are told not to show their classmates. Ss mingle and talk to their classmates. Ss ask classmates any of four questions: Are you ______? Other Ss of course want to make friends, too. If it's a good thing (are you clean?), students should answer yes and convince the other student that it is true. Give reasons ("I wash my clothes." "I take a shower every day.") This person asks you questions. You decide if you can be friends. Make as many friends as you can. Wrap-up: teacher asks students who is their friend and why.