Atef Abdelkhalek Atef Abdelkhalek

TP 7
Elementary level

Description

In this lesson, students will practise vocabulary as a main aim and listening for specific information an a sub-aim

Materials

Abc Answer Keys
Abc Projector
Abc Hand-outs
Abc Colours pictures

Main Aims

  • To provide practice of personality adjectives in the context of radio programme about car colour and personality

Subsidiary Aims

  • To provide specific information listening practice using a text about personality adjectives in the context of a radio programme about car colours and personality

Procedure

Lead-in (3-5 minutes) • To set lesson context and engage students

1- Project some different colors on the board. 2- Ask students “what color do you think is my favorite?”/ “How do you know?” 3- Ask students “do you think there’s a link between my favorite color and my personality?” 4- Ask them to work in pairs to discuss their favorite colors and try to link it to each other’s personalities. Ss get 2 min for discussion. 5- T gets feedback.

Exposure (8-10 minutes) • To provide context for the target language through listening to a radio programme.

- Before listening: what colour is your/your family car? Do you like the colour? Ss dicuss these two question in 90 s. T gets feedback. - Alternatively, if most Ss didn't have a car, they could discuss their bedrooms' colours. - T tells Ss to listen to a radio programme about car colours and personality. Ss listen once and write the colours in the chart. Ss 2 min to finish the this part. ICQs: - Are we writing the colour and the personality? 'No. Colours only' After they finish, they check with a partner. Then, T gives them AK. - Ss listen again and complete 'your personality' with the adjectives. Ss have 2 min to finish this part. - T gives them AK.

Clarification (MFP) (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

- T asks Ss how many new words they have found. - For meaning, I divide Ss intro groups of 3 and ask them to match the the personality adjectives with their meanings. - T clarifies the meaning of problematic ones using CCQs. Clarification: - an aggressive person: Is he ready to fight or argue? Yes Is it a good or a bad thing? a bad thing. - a careful person: Does he make mistakes? No Does he often have accidents? No - a generous person: Is it a good or bad thing? 'Good' Does he give people things/money? Yes - a stylish person: Does he dress well? Yes Is it a good or a bad thing? A good thing - a serious teacher: Does he joke a lot? No Is it a good or a bad thing? Good and bad - For form clarification, T asks Ss what part of speech those words are. Then, T elicits 2 sentences to check their awareness of the word order. - For pronunciation, T drills adjectives that might be problematic for Ss (chorally and individually), then highlighting the main stress on the board.

Controlled Practice (6-8 minutes) • To assess Ss' understanding of meaning, form and pronunciation. To provide a scaffolding stage for the freer activity.

- T changes the pairs. - T chests HO and tell Ss to complete the sentences with personality adjectives in 2 minutes only. - Ss work alone. ICQs: - Are we working alone or in pairs? Alone - How much time do we have? 2 minutes - T gives Ss the HO. - T monitors Ss and notices errors. When they finish, Ss check answers with a partner. Then T shows them the answer key.

Semi-Controlled Practice (Flexi-stage) (8-10 minutes) • To concept check further and prepare students for free practice

- T shows Ss a collage with pictures of famous people with very clear personality traits. - T asks students to write a description of one of them focusing on their personality without saying their names, e.g., 'This person is aggressive.' - Ss read descriptions to their partners who will need to determine the identity of the person being described. Then Ss change roles. - T monitors and writes Ss' mistakes.

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

- T asks Ss to divide a paper into two columns (chest the HO). - In one column, Ss write 3 adj to describe themselves. In the other column, they write 3 adj to describe their 'ideal friend/future spouse' - T asks Ss to be ready to say why they thought of those adjectives specifically, e.g., 'My best friend should be careful so that he doesn't waste money.' - T sets new pairs(A and B) and ask As to tell their peers about themselves and their 'ideal friend/spouse'. - Encourage Bs to ask follow-up questions and decide if it's easy to find a suitable friend/spouse or not and why. - T asks them to switch roles. ICQs: - Will you describe yourself only? - No. myself and my ideal partner - will you give examples and reasons behind the adjectives you chose? Yes. - What happens after students a finishes? Student B describes themselves and their ideal partners. - T monitor and collect errors. - Content / Language feedback

Delayed Correct (2-4 minutes) • To provide error correction of the TL

- T writes some correct and incorrect sentences which Ss used duing activities. Then, T asks Ss to think - in pairs - if they were correct or not. Then T elicits some corrections.

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