Pinar Simsek Pinar Simsek

Pre-Intermediate level


In this lesson, the learners will study vocabulary through the context of who they admire and why.


Main Aims

  • To provide students the vocabulary; meaning, sound and form.

Subsidiary Aims

  • To provide reading practice


Lead-in (2-3 minutes) • To set lesson context and engage students

T will ask students "Who do you admire? Why" Did you choose X because of their talent, money, good-looks, personality?

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

T will show one by one pictures of people related with the words: Good Looking Rich Intelligent Having good health

Highlighting (2-4 minutes) • To draw students' attention to the target language

T will ask students of synonyms for the practiced words and drill together as WC. beautiful clever excellent handsome smart wealthy well-off wonderful

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

T will focus on these words and show as flashcards spelling: One by one they are put on the board. good-looking rich having good health intelligent beautiful clever excellent handsome smart wealthy well-off wonderful

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

T will give HO of controlled practice to students. They will work in pairs and complete the practice. They will check with standing and going to the other group. WC feedback, one person from each group will answer.

Reading (6-8 minutes) • To provide reading practice

T will ask students do the reading "When I grow up" And then discuss in pairs: What are the children talking about? Which quotes are the most interesting for you? Choose 2 and tell your partner. T will monitor and at the end 1 from each group will tell their answers.

Free Practice (8-10 minutes) • To provide speaking practice to students

T will give colored HO paper to students. Ones with the same color work in pairs and discuss the questions on them. Do you think these children are optimistic or pessimistic about the future? Do children in Turkey have similar hopes? Did you have similar hopes when you were a child? T will monitor partners and one SS from each group will present their ideas.

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