The main aim of this lesson is to increase students' range of vocabulary for describing offices and facilities
To provide accuracy and fluency speaking practice in a conversation in the context of offices and facilities
Procedure (72-90 minutes)
I introduce myself and ask students to put their names on the cards. Then I turn to the Power Point Presentation with the slides which show the Empire State Building in New York and the Vokswagen 'Glass Factory' in Dresden. Students answer question: What sort of place is this building? Would you like to visit it? Why/Why not? They answer them about ESB as a whole class discussion and about "Glass Factory" in pairs. Teacher monitors and gets feedback.
Students read the text about a car plant in Dresden which has also become a place for tourists to visit. It has been designed to allow people to look into the building, and the design challenges pre-conceived ideas of how car factories appear. After reading students answer questions 1-3 in ex.1 in pairs. Teacher monitors and gets feedback.
Students are given the task to find words in the text 'Dream factory' that mean the opposite of these nagative adjectives: badly-equipped old-fashioned cramped run-down If students don't know the meaning of the negative adjectives (e.g. cramped), teacher encourages them to guess the meaning by looking in the text for opposite adjectives. If they still need help, teacher explains the vocabulary. Teacher gets whole class feedback.
Students listen to people visiting 3 different workplaces. Students have to identify which adectives from ex. 2 can be used to describe each workplace these people talk about. If they need, teacher plays this listening twice. Students compare their answers with their partners. Teacher gets feedback. Teacher pays students' attention to the speakers from the listening part. They use adverbs like 'very' ("It's all vey well designed") to intensify the adjectives. Students are asked to complete the scale in 4 with other adverbs from the list. Teacher draws this scale on the board, gets feedback, explain the meaning, complete the scale and point out that 'fairly' is weaker than 'quite' and 'pritty' and that intensifiers go before adjectives in the sentence, drills if necessary. In order to check understanding of the language point, teacher asks what question can be asked if they want to know a description of a person, place , job. Teacher writes an examples on the board: What is your job like? What was your weekend like? Teacher asks different students these questions, gets answers and draws students' attention to the fact that we stress the intensifier in the sentence to add emphasis. Teacher says a sentence (one of students' answers) and drills it.
Students work with a partner. They add a suitable adverb from 4 to sentences 1-7 in ex. 5 They listen again to the people who visit 3 workplaces and compare their answers. Teacher keeps in mind that the answers that differ from the listening are not necessarily wrong. If students need more practice, extra exercises from Practice file 10 are given out to them.
Students look at the slide of presentation which shows the website with a range of offices for rent and a list of adjectives. Teacher gives the example of description of property 1. They work in pairs. Students take turns to choose a property and describe it to their partners. They should use adjectives from the list and earlier discussed adverbs on the board. Teacher monitors and gets feedback.
Students look at the slide which shows 4 places. They work with a partner. They take turns to describe these places. Students should use as many adverb+adjective combinations as they can. Teacher points students' attention to the board and asks them to use questions for description in their dialogues. Teacher monitors and gets feedback.