Vocabulary: Adjectives (opposites)
Level A2 Pre Intermediate level
The aim is for the students to understand the meaning of adjectives with an emphasis on using the opposite adjective to examples given. Pronunciation of these chosen words will be included. The students will understand the definition of what an adjective is.
The students will be able to give examples from their own experiences to describe things using adjectives. This will be shown through vocalisation.
Procedure (44-57 minutes)
The teacher will discuss with the students about different countries. (In regards to me comparing Canada and Turkey) and elicit from the students what differences there are. This could be weather, types of food, sports etc. These ideas will be written on the WB. The teacher will then ask to give descriptions of these words. this will lead on to the topic which is Adjectives. The Teacher will write Adjective on the WB and elicit from the WC the pronunciation of this word. The teacher will ask if a definition of this word is known and give an answer if it is not.
The teacher will show HO1 to the class which has two columns of adjectives which are opposites. These words are also missing the requisite vowels. The teacher will split the class into pairs and explain to the students that first they must fill in the spaces with the correct vowel. The teacher will ICQ the class to make sure they understand. This task could be difficult for the students to achieve even in pairs so the teacher should monitor the students progress. (The option for the teacher is play the tape script from the previous lesson which has all of the words within it. The teacher can then stop the audio where each of the words are.) The Teacher will then get the students to match the opposite adjectives by connecting them. This will be done in their original pairings. The Teacher must ICQ this task requirement slowly and carefully to the students. Once the task is complete the teacher will CCQ the students on the meanings of these words. Why are they opposites?
The teacher will show HO2 to the WC and explain the task. This requires the students to use a word from the previous task that matches with the list of words on HO2. The teacher should explain the completed example from the list. The teacher will explain that an adjective can be used in front of all five of the nouns and that these are all terms used. ie: traditional collocations. The students will work on their own for this task. The teacher should point out that many answers are possible but with this task only one or two will fit as they are more commonly used. many adjectives go with many nouns. IE: Interesting also goes with diet, food or baby..... but not with eating.... some of the alternative answers for this task are 2 interesting (good) 3 simple (bad) 4 healthy (unhealthy) The teacher will go over the answers with the class.
Starting on their own, the students are told to think and write down five nouns that match one of the adjectives from HO1.The teacher will ICQ the class to clarify. The teacher will then put the class into pairs and explain to the class that within each pair one of them reads out to the other ONLY what their nouns are and the other will try to guess what adjective from HO1 matches and then swap. The teacher should give an example ie: party film time and story go with boring....or interesting. The teacher will ICQ these instructions and then CCQ at the end to see if the students understand the meaning of the words chosen.
The teacher will elicit from the students any of the words from the previous HO's that they didn't understand the meaning of. The teacher will write these on the WB and ask if any of the other students can answer first. If not then the teacher will explain their meaning by putting them into a contextual form. The teacher can apply these words to the warm-up lead in topic on Canada and Turkey.