medine kandemir
TP 5a Headway Good & Bad Adjectives - Elementary level
TP 5a Headway Good & Bad Adjectives
Elementary level
Description
Materials
Main Aims
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To provide practice of adjectives for good and bad in the context of the place they live in
Subsidiary Aims
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To provide gist and inference listening practice on adjectives for good and bad in the context of the city they live in
Procedure (45 minutes)
T projects two pictures about two different places she had been before and asks ss what they see. O/C share ideas. T encourages ss to use adjectives to describe the situation in the pictures and elicits adjectives for good and bad.T asks CCQs to elicit the meaning of the target vocabulary. Next, T pairs the ss and wants them discuss the good and bad things in Izmir through using the adjectives. O/C FB
T divides the class groups of three and gives the instructions.For each group,T hand-outs a chart for good and bad adjectives and ten paper-cuts with two different colours indicating the difference between them. T encourages ss to complete the chart with their group mates. T monitors and guides ss. When they finish, T projects the answer key and groups check their answers. Later, O/C drill the trickier adjectives.
T clarifies the stage and opens Track 4.10 and W/C drill the sentences and adjectives. T writes the sentences on the board and elicit the stress of the target adjectives. Ss may listen to the track for several times if needed.
T explains the task and hand-outs the worksheet.T asks ICQs to check ss' understanding. Ss listen to Track 4.11 and match the nouns with the adjectives.( Ss may listen for a second time if needed) Ss do the exercise alone and check in pairs. When they finish, T opens the track again and stops after each conversation and elicits the correct answer from ss. O/C drill the adjectives and back-chain the sentences.
T pairs ss and explains the task; T hand-outs two conversations for each pair and encourages ss to continue these conversations with their partners by using the adjectives for good and bad from the chart. T does the first one as an example.T monitors and takes notes. W/C FB
T writes some sentences of the ss on the board, which she noted down during monitoring, and elicits the mistakes of the sentences from class. O/C Error Correction
T asks ss to think of a place in their city and to describe it with using the adjectives in the chart. T models with an example. Ss work in pairs and take notes. O/C share ideas
