Adem Tarık Genç Adem Tarık Genç

A1 Elementary level


Gx00oa3rvomukrnxagro ho1 HO1
0uncu16mqvk2ojrzihgl ho2 HO2
Abc HO3
Abc HO1

Main Aims

  • To introduce & extend Ss' knowledge of basic adjectives, their opposites, & how to use them in sentences through the context of describing personal possessions.

Subsidiary Aims

  • To expose Ss to the TL in the context of a reading text


Lead-in (10-17 minutes) • To arouse Ss' interest in the topic of the lesson

T asks Ss to write their names on a piece of paper. T models dialogue: A. Hello. B: Hi A: Is your name.. (Look at name on paper).. Ali? B: No, it isn't. A: Oh. OR B: Yes it is. A: Here you are (gives paper with name on it). T gives out papers randomly. Asks Ss to"Find this person" Ss asks eachother questions till they find the person. When the person has been found they sit down. T hands out word cards to groups of Ss with adjectives on them. T shows Ss pictures and T then asks Ss to raise a word card that corresponds to the pictures. e.g. T holds up an old car and Ss raise the word card with old on it. As each picture is shown and each word is raised T drills the pronunciation. After all pictures have been shown T ellicits that the words are adjectives by asking CCQ's such as Is it a noun? No. Is it a verb? no. T holds up the pictures representing old and new and ellicits that they are opposites by writing old X new on the Wb. T further checks understanding by asking a CCq such as Are they the same? no. For certain adjectives like important, nice and favourite T will ellicit through examples.

Checking Learning - Focus on Meaning (3-5 minutes) • To check Ss fully understand the TL and can use them through controlled practice

T gives Ss HO2 and Ss match the previously given words with the pictures as opposites. As Ss do the task, the T sticks the larger set of pictures on the w/b and asks early finishers to come to the board and write the adjs next to the correct pic. T checks answers w/c and drills if necessary

Focus on Form (5-10 minutes) • To give Ss the opportunity to figure out the form of the TL by analysing the TL in sentences

T hands out HO3 T asks Ss to do WkBk ex.2 in pairs. T monitors and helps if necessary. T gives Fb and writes example sentences on board drawing Ss attention to word order by highlighting the adjective in the sentence. T elicits the meaning of the words 'before', 'after' & 'plural' by giving examples in a sentence such as 'Sunday comes before Monday' 'Tuesday comes after Monday' 'I have one sister but she has two sisters' drawing Ss attention to one sister and two sisters and pointing out that sisters is plural. T hands out HO4 T then asks Ss to do SsBk ex 2 in groups. T monitors then does Fb w/c. T then asks Ss to do SsBk ex3 in pairs. T does Fb w/c calling on other Ss to see if they agree with the answers.

Exposure to TL in the context of a reading text (3-5 minutes) • To give Ss the opportunity to read and witness the TL in the context of a reading text about the important things in people's lives

T shows pics of Sally & Bill asks what Ss can see in the pics and what things they think are important to each person. T writes ideas on board. T asks Ss to read the text individually to check their ideas. Ss read and check with a partner. T then does feedback w/c

Reading for details (5 minutes) • To give Ss the opportunity to read the text for details and justify their answers

T asks Ss to read the sentences in SsBk ex 3b and to read the text again to check if the sentences are true or false. Ss check in pairs and T does feedback w/c. T asks Ss to justify their answers.

Post-reading Production (5-10 minutes) • To give Ss the oppourtunity to use the TL in a semi-controlled practice

If time is left T asks to talk about things that are important to them. T models by saying "New cars are important to me." Ss talk about this in groups. T monitors and helps if necessary. T writes any problematic sentences on board and elicits corrections from Ss

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