Kadir Yenidogan Kadir Yenidogan

Language Analysis 3
Upper-Intermediate B2 level


In this lesson, I will be leading in the vocabulary part with a poem. That way, I'm planning to get learners' attention. Then I will introduce them with the vocabulary, prepositional adjectives to be precise. This is followed by pair work where the Ss match the adjectives with their meanings. Then, for controlled practice, Ss will individually do a gap-fill activity to check their understanding of the concept. Afterwards, I will conduct a find someone who activity. I will then, have the class work both in groups and pairs for the speaking part. After dealing with the speaking part, IF we still have time, I will play a game with the class where they can use the material they have learned throughout the lesson.


No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of prepositional adjectives in the context of varied situations

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of superhero powers


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

I will start my lesson by handing them a poem I wrote two nights ago with all the prepositional adjectives we will learn throughout our lesson in it. At first, I will quickly remind them what adjectives and prepositions were separately. I will have the Ss get up and shuffle. I will split them into groups of 4 and firstly, I will ask them to scan read the poem and underline all the adjectives in it. Then, I will get them quickly to re-read it and give them only 1 min; but this time, I will get them double-underline the prepositions in the poem as a group. Afterwards, I will make them read the poem for the last time and work as a group and find out the prepositional adjectives in the poem. We will check the answers as W/C in the end.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will precede the lesson by regrouping the Ss as pairs. In the next exercise, I will give the class 10 different prepositional adjectives written on cut-up papers from our student's book. This time I will have them do a pair work and match the prepositions in the boxes to the adjectives below. Answers will be peer-checked; then, I will give them the answer key by writing them on the W/B and get Ss check their answers and fix them if necessary. I will quickly move on to the exercise 1 on the workbook to make sure Ss understand the meanings of adjectives correctly. Afterwards, I will have Ss take a look at the sentences on exercise 3 that is given to them as cut-up papers. There will be 7 sentences and I will have Ss do a pair-work with this one again, but tell them to do the exercise one-by-one to make sure everybody is involved in completing the task.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Before moving on to the exercise 4, I will regroup the Ss as groups of 4 but with different people in them. One person from each group will pick a phrase from the box A and the rest of the three people from each group will complete those phrases from the box B. I will remind them to be honest when they complete the phrases.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

I will have people sit individually before starting the next step. I will provide Ss with the words on cut-up papers and get them partner up and ask each other which superhero power they would like to possess and why. Then I will have Ss to think individually about how their lives would change if they had superpowers in 1 minute and will get a few students to speak up about it to get FB. Afterwards, I will make another group session formed by 4 people each. I will give them an empty piece of paper and provide them with 7 different features. I will ask Ss to create their own story of a superhero by using those 7 characteristics as a group, and will set a time of 3 minutes. The story of the first group that finishes the task will be read out loud at the end.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

If we still have time, we will read every groups' stories for taking FB.

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