IG Upper Class 4
To provide review and clarification for personality adjectives and feelings
Reading & Speaking
Procedure (130-195 minutes)
HO1 Ex 9 to be cut into 3 pieces T divides the class into groups of 3s.. (kindly stick to the group number here) Give each group a name of a fruit,e.g. 1st group is called "Apples",2nd group is called "Bananas" and the 3rd is called "Kiwis". Give each group one piece of exercise 9A in HO1 . e.g. the Apples group reads only about Mikhail (T kindly gives 3 Mikhails to the 3 Apple Ss).....etc..... After each group reads about a specific person (T tells Ss to ignore any difficult vocab at the moment) .. T regroups them in a way that makes the 3 new Ss complete each other. e.g. T says : now new groups of 3 .. one apple with one banana and one kiwi.. Call me if it's unclear 01008444148.. each new group choose a new name for themselves. T writes the new names of the groups on the board. Each group need to discuss the question in 9A and agree on one person to be the best flatmate. Ss stay in the same groups and work together to do exercise 9B in HO1.. PS. there's a minor mistake in the question head here..T kindly takes care of it. (I tried to correct it to make your life easier but I couldn't .. V poor graphic skills.. sorry) T nominate Ss to check the answers.
HO1 Ex 10 A T could lead into this by answering the questions about him/herself. then put Ss into pairs and tell them to be prepared to tell the class which questions they agreed on. B Ss work alone to write the questions.T monitors and helps if needed. C If there is space in the classroom. Ss should walk around and ask at least three other Ss their questions. Otherwise. they can sit in groups of four and swap partners until they've talked to the other three people in the group. In feedback ask individuals to explain who would be suited to them and why. **Teaching Tip** While Ss are asking each other their questions, monitor and make notes of examples of good language use and problem areas (particularly with the word order and intonation i n indirect questions). You can then write the examples on the board for Ss to look at and correct or make handout for Ss to work on in the next lesson
Stage 3 Ex B : T writes the word “Feelings” in the middle of the board and elicits as many words as possible from Ss. Ss usually come up with easy words like happy,sad,etc.. T writes them on the board and tells Ss that we are going to learn more words today. T chests the handout and gives instructions to Ss to work in pairs and help each other. T monitors and microteaches. If it’s too challenging for Ss,T stops the activity and explains the new words. Ex C: Using embarrassed as an example, ask Ss where the stress is and show them how to mark it with a line under or a box/ circle over the vowel sound (a). Ss work in pairs identifying and marking the stress. then check with the recording. Use the recording as a model for Ss to repeat, or model the words in short phrases yourself, e.g. I was very anxious. I felt really satisfied. HO 2 : 3 A This will be revision for most Ss at this level. so they should be able to answer all the questions in pairs. However. for weaker Ss you may want to check the meaning of ungradable extreme. i.e. an adjective which already means very whatever the state the adjective represents may be and therefore cannot be made stronger or weaker in meaning. e.g. furious means very angry. so you can't say He was very furious. B Give Ss three or four, minutes to work in pairs. As you check their answers elicit ways in which Ss could expand the two lines into mini conversations. e.g. by adding more information to the answer or asking follow up questions: 8: Yeah, I'm completely fascinated by them too. I'm studying Mandarin at the moment. A: Are you? That sounds difficult!
4A You could lead into this and provide a model for Ss by telling them about an experience of your own. Then give Ss a few minutes to make some notes. B Encourage Ss to 'listen actively' while their partner talks about their experiences, i.e. by asking follow up questions and saying Really!/Did you?// see/How _ ! etc. Monitor the pairs and make notes of good use of the vocabulary and any problem areas for feedback.
T divides the class into groups and play hangman on today's (and last class') Vocabulary.