Sara Metz Sara Metz

TP5: Vocabulary
Elementary level


No materials added to this plan yet.

Main Aims

  • By the end of the lesson, students will have a better understanding of descriptive adjectives and will have had practice using that language and be better able to talk about life in cities.

Subsidiary Aims

  • By the end of the lesson, students will have practiced reading for gist and detailed comprehension


Lead-in (3-5 minutes) • To generate interest in the topic/context of the text

T will give each student a card with the name of a Turkish city on it. T will instruct Ss to take turns asking their partner questions about their city until they guess it correctly. T will demonstrate and write sample questions on the board: Is the city _________ (in the east/west/north/south)? Is the city _________ (hot/cold)? Is the city _________ (big/small)? Is the city _________ (on the Mediterranean/Black Sea)? ICQs: What are you asking questions about? Where can you find example questions? T will monitor to make sure students use sample questions and speak English.

Blocking Vocabulary (4-6 minutes) • To unlock vocabulary that will assist with comprehension of the reading task

T will provide students with a worksheet to match words with definitions. She will point out that there are pictures of the words above them. ICQs: What is on the worksheet? (words, pictures, definitions) What will you do with the picture and definitions? (match them) T will monitor to make sure students stay on task. After 2 minutes, T will provide answers, answer questions students have about terms.

Reading Task (5-10 minutes) • To practice reading for gist and contextualize/introduce the target language

T will explain that Ss will QUICKLY read a text about three cities, then answer the three questions below the text. ICQs: How will you read? (quickly) Will you read every word? (no) How many questions are there? (3) T will allot 2 minutes for the task, but will monitor to see how long students need to complete the task. Ss check their answers in pairs, then, with WC, will ask students to respond with and justify their answers.

Highlighting Target Language (10-15 minutes) • To highlight the target language so students are focused on it

T tells students to read the text again, this time to fill in the blanks based on sentences found on a second HO, and answer the guided discovery questions below it. ICQs: Where can you find the words on this worksheet? (in the text) T distributes HO 2. 4 minutes are allotted for this task, but T will monitor to see if Ss need more time or struggle with specific questions. Ss check answers in pairs, then create answer key on the board for definitions matching.

Clarifying Target Language (5-10 minutes) • To clarify meaning/pronunciation/form so students understand it

T will address issues with meaning for vocab words, and drill pronunciation/stress for "expensive," "modern," and "traditional." (Also "poor" if students struggled with the last pronunciation question on the HO). CCQs: What is an example of something that is ____________? CCQs: What is the opposite of _________?

Language Practice (5-10 minutes) • To provide controlled practice focused on using the language accurately

T will put various pictures on the wall around the room, then split the class into four groups. Each team will receive a set of cards with the vocab terms written on them. The groups will put a card under the picture that matches the term. Teacher demonstrates with a drawn picture (grandmother) on the WB... chooses "old/traditional." ICQ's: What will you do with the cards? (put them on the wall) Will you put a card under every picture? (yes) T will review the results and ask students to justify a select few answers (especially the wrong ones).

Language Practice (Plan B) • To provide freer practice focused on using the language accurately

T instructs students to write sentences using all the vocab terms. Sentences can be about anything the students want to write about. Example: My car is modern. Istanbul is a traditional city. My apartment is modern. ICQs: How many sentences will you write? (6) What must you use in the sentences? (the vocab words from earlier...) Ss share with their partner, then T selects a few Ss to share with WC.

Plan C: Extra Activity for Early Finishers • To provide extra practice for students who are already familiar with the lesson's materials

T instructs students to locate all of the adjectives in the text, then write the comparative and superlative forms. As a review, students will be reminded of the general rules regarding comparatives and superlatives: 1 or 2 syllables: _________-er _________-est 3 syllables or more: comparative: more ___________ superlative: most __________ Early finishers will check answers in pairs or T may individually (if time allows) check answers for errors. As an extra activity, early finishers can write sentences using the vocab terms and their comparative/superlative forms. Ex. My car is cheaper than my friend's car. My city is the most traditional city in Turkey.

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