Hassan El Barbary Hassan El Barbary

USA Quiz
Elementary level

Description

In this lesson, SS learn, or revise, common adjectives and the two basic rules governing the position of adjectives. The context is a quiz about the USA which includes common adjective/noun phrases such as The White House which should be familiar with to SS in English or in their own language.

Materials

Abc New English File SB, p.29
Abc Projector
Abc White board
Abc New English File SB, p.28
Abc Handouts

Main Aims

  • To provide practice adjectives in the context of describing places and things

Subsidiary Aims

  • To provide practise listening for detail

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T displays a picture of the typical Egyptian life and elicit their description T divides the class into two groups to form a phrase on an Egyptian typical life ( transport, food, clothing, ... ) Each group has a set of adjectives and a set of nouns. Focus SS's attention on the Powerpoint pictures and start to display pictures and students form the phrase together and stick on the board. Students check each others' answers. Feedback

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

T write USA on the board or displays a picture of the American typical life on the projector. T elicits students' own ideas on the American life ( transport, food, ...) T writes answers on the white board.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T focuses on the form of the adjective-noun phrases. T stresses the adjective can't be plural and it's always before the noun.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

1. T chests the task and gives instructions’’ Focus on the USA quiz. Complete it using these adjectives and nouns. Work individually. You have 5 minutes. 2. T hands students the task (p.28). 3. Students complete the task individually. 4. T monitors to offer help and notice if students have any problems. 5. Students then check their answers in small groups. 6. T shows the answers on a power point slide. 7. T checks if students have any problems with any of the proverbs a signal to move to the following stage.

Controlled Practice (3-5 minutes) • To check students’ understanding of the two adjective rules

1. T focuses on the USA quiz and ask students say what the adjectives are. 2. T asks students: T: Is the adjective before or after the noun? SS: Before. T sets one more example on the board and underline the adjective. 3. Students complete the task individually. 4. Teacher gives feedback on the exercise.

Highlighting (3-5 minutes) • To draw students' attention to the target language

T displays a picture of a BMW car and try to elicit as many adjectives as students can. T writes some examples on the board: fast , expensive , good-looking

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T puts SS in pairs, focus on the picture and the example, and explain the activity. Make it clear that it is a race and set the time limit of three minutes ( T can extend it if he thinks the class needs more time). When the time limit is up T finds out if any pairs have made eight correct phrases. Feedback answers on to the board

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T divides the class in two groups. T explains the activity for them. Each team is at a different side of the board. T shows the students a set of pictures and students write as many adjectives as they can on the board. T shows the team with the most adjective is the winner.

Feedback (3-5 minutes) • To provide delayed error feedback if time

Write up a mixture of correct and incorrect forms and allow SS time to decide in their groups.

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