Demet Ozuturk Demet Ozuturk

CELTA TP 5 Oct 9
Intermediate level

Description

This lesson is a continuation of the topic covered in “across the globe” where the students have been introduced to different ways of comparing places. They were introduced to comparatives and superlatives in the previous lesson. My lesson will allow students to review their knowledge of this type of language and also give them more confidence in practicing the concepts they have learned. My lesson wıll be reınforcıng theır learnıng wıth further practıce with descriptive vocabulary and listening skills. The students will understand how to use descriptive adjectives (vocabulary) in describing cities and places as well as making comparisons. The students will also be able to listen to audio scripts and use language appropriately to compare cities and places and identify their meaning accurately.

Materials

Abc Name Tags
Abc Flash Cards

Main Aims

  • • For the students to understand how to use descriptive adjectives (vocabulary) in describing cities and places as well as making comparisons.

Subsidiary Aims

  • • For students to be able to listen to audio scripts and use language appropriately to compare cities and places and identify their meaning accurately.

Procedure

Warmer/Lead-in (8-10 minutes) • To set the lesson context and engage the students.

• Teacher will share visuals/examples of the City of Los Angeles now compared to the 1950s. • Teacher will share the differences from the 1950s to now utilizing target language that the students will use later in the lesson. (descriptive vocabulary):  Teacher will use descriptive adjectives such as cosmopolitan, crowded, expensive, modern, polluted, dangerous, etc. to describe the City of Los Angeles.  Teacher will look at the visuals with the students and talk about how things have changed between now and the 1950s.  There was less pollution (smog) than there is now because there were fewer cars then.  It was safer in the 1950s. People walked in the streets day or night. People didn’t lock their doors. They trusted everyone.  Los Angeles was about 5 million in 1950 and neared 18 million by 2010.  Teacher to elicit other response from students based on the visuals or their own experience/knowledge of Los Angeles. • Teacher will show visuals/examples of Times Square, New York, USA now compared to the 1950s. • Teacher wıll play the audıo CD Unit 3 recording 6 and ask students to lısten and decide if the statements are true (T) or false (F). And to correct the false statements. • Teacher to ask the students to work in pairs and check their answers and think of any other differences. 1. Times Square in the 1950s looks very similar to Times Square now. True 2. The adverts then were exactly the same as modern ones. False Correction: The adverts then were different than the modern ones. 3. The buildings then were completely different from buildings now. False Correction: The buildings then were similar to the buildings now. 4. In the 1950s, all the cars were very similar to each other. True 5. The taxis then were a bit different from the taxis now. True 6. The traffic then was a lot worse than the traffic now. False Correction: The traffic then was similar to the traffic now. 7. The pollution then wasn’t as bad as the pollution now. False Correction: The pollution then was as bad as the pollution now. 8. In the 1950s, there were a lot fewer adverts than now. True • Teacher to elicit additional responses from students regarding any other differences they see in the visuals.

Written Task (5-8 minutes) • To have the students write down six sentences comparing things about their towns now to sometime in the past.

• Teacher will ask students to write six sentences comparing their towns now to sometime in the past utilizing the items listed below:  Clothes, the cost of living, historic buildings, people, pollution, public transport, restaurants, shops, the streets, and traffic. • Teacher to ask students to work in pairs and compare their answers. They will have 5 minutes to complete this task/activity. • Teacher to confirm that students understand the instructions clearly by using the following ICQs.  How many sentences are you to write? 6  How many minutes do you have? 5 • Teacher to elicit responses from students.

Word Stress and Pronunciation (5-8 minutes) • To have the students focus on word stress and / ə/ sounds in comparative phrases.

• Teacher wıll play the audıo CD Unit 3 recording 7 and ask students to write down the six sentences they hear. • Teacher to pause after each sentence to ensure students have time to write down the sentences. • Teacher to replay the sentence if the students need to hear it again for accuracy. • Teacher to play audio CD Unit 3 recording 8 and asks students to focus on the stress and / ə/ sounds in comparative phrases. /ə/ /ə/  better than…….. /ə/ / ə/ / ə/  a lot busier than…….. /ə/ /ə/  different from……… /ə/ /ə/  not as good as……… /ə/ /ə/  the same as………… /ə/  similar to………. • Teacher to ask students to practise the sentences they wrote down, paying attention to the /ə/ sounds. Teacher to allow them a minute or two to complete this activity and monitor students to ensure their pronunciation is accurate.

Exposure to descriptive vocabulary (5-8 minutes) • To ıntroduce students to adjectives describing places.

• Teacher will share visuals/examples of the cities listed in Box B:  Bangkok, Cairo, Hong Kong, Moscow, New York, Paris, Rio de Janeiro and Venice. • Teacher to ask students to work in pairs and match the descriptive words listed in Box A with the cities listed in Box B. • Teacher to review the word “arty” as some students may not be familiar with that term.  “Arty” =/ ˈɑːti/ adjective (informal). Definition: making a strong, affected, or pretentious display of being artistic or interested in the arts. "television people and arty types"  Arty, colourful, cosmopolitan, crowded, dangerous, dirty, expensive, friendly, historic, industrial, lively, modern, old-fashioned, peaceful, polluted, poor, romantic, smart, spectacular, touristy. • Teacher to allot 3 minutes to complete this task and then elicit responses from students. • Teacher to monitor students to answer any questions and ensure they are completing the task successfully.

Practice (6-8 minutes) • To continue further practice with adjectives used to describe place and comparative phrases.

• Teacher will share visuals/examples of the cities described on page 126. • Teacher to ask students to listen to the three descriptions on Unit 3, recording 9 and match them with the photos A , B. or C. • Teacher to ask students to work in pairs and match up the description of the city with the actual name of the city. The city names will be written on the white board. 1. It’s a very romantic and historic city but some parts are very touristy. It’s famous for its buildings and views, especially the castle, the churches and the bridges over the river. (Prague, the Czech Republic) 2. The city centre is very smart and modern with a lot of skyscrapers and big apartment blocks, but some parts of the city can be quite dangerous. There are also green hilly areas with incredibly expensive houses and shopping malls full of designer shops. Some of the most famous people in the world live here. (Los Angeles, USA) 3. It’s an extremely colourful city and is the home of the world’s biggest film industry. Parts of the city are very modern and smart, other parts are poor and very dirty. It’s one of the fastest growing cities in the world. (Mumbai, India) • Teacher to replay the recording and ask students to tick of the words that they heard from exercise 1.  Arty, colourful, cosmopolitan, crowded, dangerous, dirty, expensive, friendly, historic, industrial, lively, modern, old-fashioned, peaceful, polluted, poor, romantic, smart, spectacular, touristy. • Teacher to elicit responses from the students of the words they heard in each description.

Written activity (8-10 minutes) • To further practice with adjectives used to describe places and comparative phrases.

• Teacher will share a short description of a city and ask students to guess the city. Teacher will include at least 3 adjectives, and include a clue at the end.  It’s the largest, oldest and most cosmopolitan city in Australia.  It is famous for its beautiful harbour.  It has a spectacular opera house that overlooks the harbour. Answer: Sydney, Australia • Teacher will regroup the students and ask the new groups to work in pairs. • Teacher will ask students to write a short description of a town or city that they know or know about, but not to name it. The students are to include a clue at the end. They are to read the description to their partner and the partner is to guess the city. • The pair is to take turns and switch so that both partners have an opportunity to guess the city being described. • Teacher to allow 5 – 8 minutes for this task/activity and monitor students to ensure they comprehend the task and are utilizing the target language provided in the lesson.

Web site designed by: Nikue