Kamila Mammadova TP-5
To provide process and product writing practice of an essay by using comperatives and character adjectives in the context of "life with teenagers"
To provide reading for a practice of comperatives and character adjectives using a text about "Robert Macey's family" in the context of "life with teenagers"
Procedure (34-47 minutes)
-T elicit the comperatives and character adjectives and the title of the reading task which is "Robert's family" with the following questions: Question 1. "Do you have sisters or brothers?" Possible asnwers: yes, no Question 2: Can you describe their character like, "Is she/he more (as much as, ..etc.) noisy (shy, moody, aggressive, organized, easy-going, lazy) than you?"
-T shows the photo to Ss and tell them they are going to read about a different family (Robert' Family) -T gives HO-1 and asks Ss to do ex.7 in 5 minutes -Ss are doing exercise individually -Use ICQ for the task: will you do alone or together? how many minutes do you have? -T asks Ss to check their answers with other Ss when they finish -T elicit the answer using CCQ (form, meaning and pronunciation) with WC -T asks "who is the easier to live with?" and "why?"
T asks Ss to compare themselves with their friends or siblings by using of "a lot, much, a bit, (not) as...as", and the adjectives from ex.1 and the adjectives from ex.1 (HO-2) -T demonstrates the first example "Olivia's a bit taller than me" and "I am not organized as she is" -T gives Ss 6 minutes to do the exercise on their own -T use ICQ for the task: "will you compare yourself with your friend? will you work alone? -T monitors Ss' senteces for accuracy and help with any problems and take notes for delayed error correction. -T asks Ss : (Now work in pairs and tell your sentences to each other ) -T gives 4 minutes Ss to work in pairs and tell each other their sentences -T elicit the answer by asking : "Who is the easier to live with?" "who has interesting friend?"
-T draw a table on the board (H0-3) and asks Ss to copy it into their notebooks -T asks Ss to think about their lives now and their lives when they were a teenager (or five years ago, if they are teenagers now) -T gives personal example to clarify the task - T asks Ss to write two adjectives in each box (personal, appearance, day-to-day life: now and teenager/years ago) on table in 3 minutes -T use ICQ for the task: are going to write 1 ore two adjectives in box? will you work alone or together? -T focus Ss ob the example ex.9 b and highlight how students should finish their sentences, using the adjectives in their table. -T gives an example: "I was more organized when I was teenager than now" -T use ICQ for the task: "will you are a sentences for each adjective you wrote on the table? (possible answer: "yes" ) -T gives Ss 10 minutes to write the sentences -T monitor for delayed error correction and help with any problems -T set the Ss in pairs and asks to tell each other about the differences now and then, using the sentences they planned in 9b -T monitor and take notes for error correction -T asks Ss to share interesting answers with the class *For an alternative activity and depending on the level of Ss, T may set Ss into two groups and ask to write as much as the sentences on the board in 5 minutes. Then T will give a price (chocolate) to winner group.
-T writes few examples that Ss made during tasks especially the ones related to the forms of target language (comperatives) without calling Ss' names -T asks Ss to discuss in pairs and find what are the mistakes in given word/sentences -T elicit the right answer