To provide clarification and practice of adjectives and synonyms related to personal characteristics in the context of hopes and dreams
To provide gist and scan reading practice using a text about "When I grow up" in the context of hopes and dr
To provide accuracy and fluency speaking practice in a Conversations and Opinions in the context of Hopes and Dreams
Procedure (32-45 minutes)
T shows a picture of a little child with a ball saying “I want to be a footballer” and asks the class if they think he is a footballer now.(NO!) T asks SS talk in groups about their dreams when they were children. SS share some stories with the class
T gives SS a pair work matching activity HO, While monitoring T collects data about the problematic words, and then asks early finishers to go and stick their answers on the board under the right pictures as a feedback method. T uses CQs for the new words to elicit the meaning from SS then does some drilling and elicits the stress as well. beautiful is it used more for men or women? handsome is it for men or women? Intelligent does he understand easily? clever does he understand easily? wealthy does he have a lot of money? well-off does he have a lot of money? excellent is it good or very good? wonderful is it good or very good? awful is it bad or very bad? terrible is it bad or very bad?
T shows the exercise and gives instruction " choose the best word" T gives the task and monitors to check if there are any problems with no.4. Check in paors then T gives a marker to early finishers to write answers on the board. T elicits the key for no.4 from SS to make sure they all got the key if necessary.
T regroups the class with a simple adjectives categorising. T put 4 phrases on the board and asks SS to put them in order from most important (1) to least important (4) and share their ideas together. T uses a demo to clarify the activity. T makes an open class feedback from some SS
T shows the text to SS and asks them to read quickly and find out "What are the children talking about?" -Their hopes for their own lives and their families. -Their hopes for the world. -Both. Feedback: SS check in pairs then WC feedback
T asks SS to find out which statements belong to category 'a' and which belong to category 'b' Feedback: Pair check then T gives each table an answer key
T asks SS to prepare their sentences about their hopes for themselves, their children and the world. in WC mingle SS are going to walk around and ask each other about their hopes and why the wish that. "What do you hope for ......?Why? T monitors closely to pick some mistakes and make a late error correction