Hassan Mirmonsef Hassan Mirmonsef

Antonyms
Upper-intermediate, B2 level

Description

In this lesson, students learn and review antonyms of the some vocabulary. After learning the vocabulary, they engage in two different speaking activities through which antonyms are used.

Materials

Abc handout-test 2 (HO-4)
Abc internet and phones
Abc W/B
Abc handout-test (HO-1)
Abc Slide
Abc Antonym practice (HO-3)
Abc Antonyms handout (HO-2)
Abc Grouping cut-outs

Main Aims

  • To provide clarification and review of antonyms in the context of conspiracy and internet
  • To provide

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of internet

Procedure

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

T sets the scene " You had a lesson about conspiracy theories. for example, princess Diana, UFOs or september 11." "Which one is right? Which story is true?" Elicit: " where do these stories come from?" - internet T shows Abraham Lincoln quote on the internet. - Elicitations: " Which story is true?" "Do you think many of our news stories can be false?"

Test#1 (4-6 minutes) • Creating the need in sts for the target language (antonyms)

T puts sts in pairs and asks them to give contrasting ideas about one topic. Instruction: T models one statement with S1. Topics: 1- Internet is producing just fake news. 2- Some conspiracy theories are probable. 3- Meeting people online is not a safe thing. 4- Most of online sources are unreliable. FB: T asks sts "what do we use to give different ideas?" elicits "for example, when you say it's fake news and I want to say that it is not fake, what can I say?" T continues to elicit "antonyms".

Teach #1 (6-8 minutes) • To activate sts passive knowledge over antonyms

T instructs sts "there's a list of words here, I want you to write antonyms and parts of speech in this column." ICQ: "What do you write in this column?" "Do you guess the antonyms or you use dictionary?" -Grouping: "You pick one these pieces and you find your antonyms." After handing out, T asks one of the sts what her word is and T calls out the opposite one. After modeling, T asks sts to stand up and find their antonyms (partners) and sit together. Sts work in pairs to write the antonyms. FB "check your answers with a person sitting next to you, but from different group." ICQ: "Fatih, who will you check your answers with?" T finds out which words need to be taught since many of them may be used actively by sts.

Teach #2 (4-5 minutes) • To teach some vocabulary items that sts may not know

T writes two words on the board: tiny and happy. T elicits from sts different types of antonyms that some of them take prefix and some do not. Potential vocabulary T needs to teach: admit, guilty, mean, credible, criticize.

Teach #3 (4-6 minutes) • To check their answers

T asks sts to go online and directs them to website: https://en.oxforddictionaries.com/ T shows the homepage of the website to make sure sts look up the words from one reference. ICQ: "How many antonyms do you write?" 2-3 "Do you do it with your partner?" FB: T asks pairs to pair up with others to make groups of four. (Exhaustive feedback because it's the TL.)

practice of vocabulary (4-5 minutes) • Check students' use of the target language again and compare with the first test

T instructs: "There's an exercise to see you have learned or not. You fill in the gaps with the words from previous exercise. You may need another form of that word." T projects the first one on the board. "Gary's a really successful businessman." ICQ: "What do you use to fill the gaps?" "Are all the words the same?" FB: T asks sts to do pair-check. T shows the answers on the board.

Test #2 (6-7 minutes) • To provide students with free practice of the target language

T asks sts "so you think can we use these antonyms in conversations?" What is the use of these? T models one conversation with sts: "Jenny's stupid, isn't she?" "Well, she isn't the brightest people, it's true." T instructs "There are 6 possible situations about four of which you make similar conversations". ICQ: "What do you with the topics?" - make conversations "long or short conversations?" - short

#Test 3-same as test 1 (3-4 minutes) • To see sts have acquired the ability to use antonyms

T asks sts to talk about topics in the first handout.

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