Nesrin Aydin Nesrin Aydin

TP3
Upper-Intermediate level

Description

Lesson plan to teach lexical grammar as the main aim in context of young and elderly people.

Materials

Be47ogaps4q9cwmzfibp ho1 HO1
Cgsjwm32ruk5c9vsrfdd ho7 HO7
Fdj1wapxrkebtp1yrsti ho6 HO6
Fgaidqdstmkofqo1cmk6 ho5 HO5
Toiipasctcw3utx2bgfe ho 4 HO4
2os6qmorsx6co00c8p94 ho3 HO3
Jv4lcrrscuufo0yn8xgw ho2 HO2

Main Aims

  • To provide review of adjectives as nouns and adjective order in the context of young and elderly people.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of young and elderly people
  • To provide review of adjectives to describe people in the context of young and elderly.

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T shows HO1 - "Which adjectives describe old people? Which adjectives describe teenagers?" . Elicit from Ss what 'teenager' means! and asks Ss to brainstorm in small groups to categorize adjectives (group of 3-4 Ss). Monitor - help if needed. FB - Ask the groups to come to the board and write their answers.

Clarification 1 (5-6 minutes) • To check meanings of supporting TL & prepare Ss for focus on main TL.

T shows HO2 and asks Ss to match adjectives with meanings. Monitor - help if needed. FB - Peer check answers and then Show the HO2 Answer Key. Check HO1 to make corrections if needed? Use HO1 Answer Key to check answers and clarify meaning (using synonyms and antonyms) Which ones are positive? (wise, kind, adventurous)

Highlighting (4-5 minutes) • To draw students' attention to the target language

T shows Ss HO3 (PPT - Slide1) and asks them to cross out the wrong sentences and check the right sentences. Monitor. FB - Compare with a partner and say why you think the crossed ones are wrong. Nominate Ss to give answers. In 1 (a and c are correct), b is wrong because you can't use a definite article when you are talking about a group of people in general. In 2 (only c is correct), only c is right because opinion adjectives, e.g. tall, go before descriptive adjectives, and colour, e.g. blonde, comes before origin, e.g. Swedish.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Ss listen to 1-43, T will show HO4 and ask students to fill in the gaps. Monitor. FB - Peer check the answers. Nominate Ss to write it on the board. PPT - Slide2 - Sometimes we use adjectives as nouns: Write 'the + adjectives' on the board. When do we use it? (when we talk about groups of people). Can you give me examples? (nationalities, specific groups in society). 1. Nationalities: Elicit from Ss. Nationalities that end in -ch, -sh, -ese and -ss. the French, the Japanese, the British, the Swiss (but the Czechs for Czech (Republic) people) 2. specific groups in society e.g. the young, the old (the elderly), the sick (people who are ill), the blind, the deaf, the homeless, the dead. Do we use definite article (the) when we talk about one person use?(no) What do we say? (a Japanese woman, a rich man.) Can we say a rich? (No) We can also use adj + people to talk about a group of people. e.g. poor people, homeless people. Can we say the poor people? (no) - definite article can't be used when talking about a group of people in general. This time make Ss listen to 1-44, show HO5 and ask Ss to fill in the gaps. Monitor. FB - Peer check. Nominate Ss to write answers on the board. What is the order of the adjectives? Ss work in small groups to think about this and come up with some ideas. lovely old (opinion, age), long hair (shape, noun), beautiful Italian leather (opinion, origin/place, material). Write "I bought a beautiful Italian leather belt" (use 3 different colors for adjectives). When there are two or more adjectives in a sentence which type of adjectives comes first? Descriptive or opinion? (opinion) If there are more than one descriptive adjective they go like this: show Power point. (Opinion + size + age + shape + colour + pattern + Origin/place + material + noun)

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

T shows HO6 and ask Ss to work with a partner to re-write the underlined phrase. Monitor - help if needed. FB - Nominate Ss to give answers. T writes them on the board.

Semi-Controlled Practice (5-6 minutes) • To concept check further and prepare students for free practice

T shows HO7 and asks students to work with a partner to write the adjectives in the right place. Monitor - help if needed. FB - Check answers PP. correct if needed.

Free Practice (7-8 minutes) • To provide students with free practice of the target language

T asks Ss to discuss the statements below: PPT - Slide 4 (group of 3) Rich people are usually meaner than poor people Society doesn't sufficiently value the wisdom that elderly people have The government could and should do more for the unemployed. Monitor - help with TL if needed. FB- Ss share opinions as whole class.

Web site designed by: Nikue