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compound adjectives of personality
Upper-intermediate level


In this lesson, students learn about compound adjectives of personality. The context is signatures and what they tell about personality. The lesson begins with students' predictions about teacher's personality by looking at her signature. Then the teacher elicits the meaning, form and pronunciation of compound adjectives with the help of a sentence completion activity and then students do a controlled practice on the hand-out. Finally, students are asked to gossip about some people who have these adjectives as their characters.


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Main Aims

  • • To provide clarification and practice of compound adjectives of personality in the context of personality prediction through signature interpretation

Subsidiary Aims

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


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Tell students that it is your first lesson with them and they do not know you. T: “Hello everybody. You know, it is our first lesson and you don’t know much about me.” Tell them that you will put your signature to the board and they will make predictions about your personality by looking at the signature as they have learnt in the previous lesson. You will say "true" or "false" after each prediction. T: “So I will put my signature on the board and you will predict my personality by looking at my signature as you learned with Yalçın Hoca in the previous lesson. As you make your predictions, I will tell if they are true or false so you will learn things about me”

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

Ask students to look at 3 extracts from what they have listened before. They will try to remember and write the gapped words in pairs. T: “Now, again related with signatures, let’s see if you can remember the listening you listened to in the previous hour. I’m giving you the hand-out of the book. Look at exercise A and fill in the gaps as much as you remember from the listening in pairs” Get some students' ideas. Do not correct them if they say wrong words. T: “So what did you write?” Tell students that they will listen and check their answers. T: “Let’s listen and see if you remembered correctly” Nominate some students to get the correct answers. T: “And now, who will say the correct words?” Give compound adjectives hand-outs to students and tell them they will read each sentence and complete the sentences with an adjective in pairs. They need to do this in 2-3 minutes to get the meaning of adjectives. Do the first one as an example. T: “Now I will give you another hand-out. There, there are sentences telling the meanings of different types of signatures. Look at the words in the box and complete the sentences with these words in pairs. Pictures next to words will help you. You have 2-3 minutes to do this. Let me do the first one as an example. [teacher does the first one]” Bring two pairs together to compare their matching in 1-2 minutes. T: “Now, compare your answers with another pair please”

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Get answers from different pairs and write them on the board. If they give incorrect answers, ask others whether they agree so that elicit the correct answer. After writing each of them, ask whether they have positive or negative meaning and put "+" or "-" signs next to them. T: “So, who will tell the first one? [after getting the answer] What do you say everybody? [if they all agree] And, does it have a positive or negative answer? [other answers are taken like this one]” To clarify the form, ask what part of speech are these words (adjectives), how many parts these words have (2 words), and how they end (with "-ed" or "-ing"). T: “And, what about their parts of speech? [after getting the answer] How many parts do these words have? [after getting the answer] What about their endings? How do they end?” For pronunciation clarification, tell students that they will hear the words and repeat. Play the audio so that students can listen and repeat. Ask where the stress is in all of these adjectives and elicit the answer (2nd word). T: “Let’s be sure of their pronunciation. You will listen to the words, I will stop one by one and you will repeat them. Let’s listen to the first one. [they listen and repeat the first one] And, where is the stress here? [teacher gets the answer and goes on drilling like this] So after pronouncing all of them, what can you say about the stress of all these words? On which word we put the stress?” Finally, ask whether there is a difference between "easy-going" and "laid-back" and help students discover that the latter is informal. T: “Here is a question: We used easygoing and laid-back interchangeably as they have the same meaning. But there is a small difference between them. What do you think it is? [if there is no correct answer] Here is a hint: I would not like to use laid-back in a serious essay. I would use it in daily language. So what can be the difference?”

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Give students exercise hand-outs and tell that they will fill in the gaps in the paragraph about a person who tells the traits of the woman he looks for. They will fill in the gaps with the adjectives in the previous hand-out. They will do this activity in 4-5 minutes. T: “As you learned some compound adjectives of personality, let’s see what you can do in a practice. I will give you a hand-out. There is a paragraph about a man who looks for a girlfriend and tells traits that she must have. You will fill in the gaps in this paragraph with the compound adjectives in your previous hand-out. You have 4-5 minutes to do this.” Ask some questions for instruction-checking ("What are you going to write in the gaps?", "Where are you going to find the words?", "How many minutes do you have?", "Are you going to do this with your partner?"). Pair up students and ask them to compare their answers in 1 minute. T: “Now that you have finished, let’s compare with your pair” Get answers from different students. Do not confirm immediately. Ask others if they agree. T: “So what do you say for the first gap? [after getting the answer] Do you all have the same answer? [teacher gets the answers like this]”

Free practice (13-15 minutes) • To provide students with free practice of the target language

Tell students that they will gossip. In pairs, they will mention about the people with the characteristics in the first hand-out. They need to mention at least 2 characteristics and tell their reasons. Remind that they may talk about famous people, too. T: “And now, it is time to gossip! With your partners, you will talk about people that have the characteristics in the first hand-out and tell why you think they have that personality. Please talk about at least 2 characteristics/ adjectives. You may talk about people you know or about famous people” As an example, talk about yourself and a famous person with a compound adjective T: "For example, I am never a self-confident person. Even when I know something, I get nervous and think that I cannot do it. I can be self-confident only if I practice a lot before doing something." and "Atatürk was a strong-willed soldier. He decided to make his country independent and finally achieved to do so despite all difficulties." Listen to pairs and give feedback on good examples and elicit mistakes.

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