Gonca Nur Ölmez Gonca Nur Ölmez

Teaching practice 7
Elementary level

Description

In this lesson, students will learn the adjectives that are used for describing appearance. The lesson will start with a pair-speaking activity. Then, T will focus on meaning, form, and pronunciation respectively. There will be activities from controlled to freer.

Materials

Abc jumbled cards
Abc PPT for hot-seat
Abc Famous people card
Abc Matching(picture/adj)
Abc PPT for form and pronunciation
Abc PPT for vocabulary
Abc PPT for lead-in

Main Aims

  • To provide clarification, review and practice of adjectives for describing appearance

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of describing appearance

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Show the first visual and ask "What are they doing?". "They are looking at each other." Divide the students into pairs, and ask them to look at their partners' faces. Ask: "What do you see?" Elicit an answer like eyes, hair etc. Show the categories to the students on the board. Ask them to look at their partners' faces, and talk to each other related to the categories. Give an example before pair-speaking. (short hair) Ask the students to take some notes while talking.

Presentatiton (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Elicit some adjectives from the students and write them below the correct category. Show some visuals to present new vocabulary for the students. Pay attention not to show the word before saying it. While looking at the slides, write the adjectives under the categories, as well. Show a famous person on the board. Ask some questions to show form: Is she ugly? (no) Is she beautiful? (yes) Let's make it a sentence. (She is a beautiful woman.) Is she old? (no) so, (She is young.) What about hair? Is it long or short? (no) Let's make it a sentence. (She has got short hair) Show the model sentences on the board, and elicit the form. Write it on the board, and do not erase to provide the students with guidance during the lesson. For the pronunciation part, ask the students to look at the categories on the board. Drill the words individually and chorally. Show the word stress by using your hands.

Practice (10-12 minutes) • To concept check further and prepare students for free practice

Show the pictures to the students and ask them to look at the board and write adjectives next to the pictures. ICQs: Are the adjectives on the board? (yes) Will you write them next to the pictures? (yes) Ask the students to check their answers in pairs. Then, ask them to stand up and take the answer key from the wall and check their answers. Change the students' partners divide the students into pairs again and show the colored cards to the students. Show Shakira's picture on the board and tell the students that these sentences are related to her. Ask them to put the words in order and make a sentence. Then, make them stand up and stick the word in an order. Look at the cards with the students together and correct the false ones.

Production (15-16 minutes) • To provide students with production of the target language

Divide the students into pairs. Show the cards of famous people to the students. Give 6 cards to the pairs, and ask them to choose 3 cards for each. Remind the students that they should not show their cards to their pairs. Ask the students to write 3 sentences with the adjectives on the board individually. Check their sentences while monitoring. Then, tell that one of them will read their sentences to their partners, and the other student will try to guess who he/she is. ICQs: How many cards will you take? (3 for each student) Will you show your cards to your partner? (no) How many sentences will you write? (3) Alone? (yes) Will you tell your sentences to your partner? (yes) The other student? (will guess) Give a piece of paper to each student and ask the students to choose a friend in the class. They will write 3 sentences about the person they choose. Remind them that they should not say the name of the person. Ask them to fold the papers and collect them. Choose a student and ask him/her to pick a card and guess who he/she is. If he/she knows, he/she can choose the next person. ICQs: Will you choose a friend from the class? (Yes) Will you write three sentences? (yes) Will you tell the name? (no) Take notes while they are saying their sentences for delayed feedback. Hot-seat(optional)

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