Oussama Baali Oussama Baali

Culture Vulture
Pre-intermediate level


In this lesson, Students learn about the different adjectives used for expressing opinions through TTT lesson shape (Test-Teach-Test). The lesson starts with a short lead-in to raise students attention to the context of the lesson. After that, students will be exposed to the target language and they will work on different tasks related to it. Finally, students will get the opportunity to practice by giving their own opinions.


Abc Vocabulary Exercise 1

Main Aims

  • To provide clarification, review and practice of Extreme adjectives in the context of Culture Vulture

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a Conversation in the context of Culture Vulture


Warmer/Lead-in (5-9 minutes) • To set lesson context and engage students

- T to establish a good rapport with his ss - T tells his ss that his day was good because he spent most of it enjoying his favorite form of art which is 'music' - T asks ss about their favorite form of art in order to generate more discussion. - T shows ss different photos of different forms of art and elicit from them what they can see. -T ask ss to work in pairs/groups and tell each other what is their favorite form of art using the distributed pictures by the teacher - T monitors and note any mistakes and errors for 'delayed feedback'

Test #1 (8-10 minutes) • To find out how well ss can use the Target Language

-T asks Ss to do Ex1. - T gives ss instructions and ask them to write (+) next to the adjective they think is positive, and (-) next to the adjective they think is negative. -T asks ss to work individually. -T uses ICQs - Peer-check/ WC Feedback - T elicits from ss what does a synonym mean? key: "a synonym is what is meant by a word" - T asks ss to match the adjectives on their left with their synonyms on the right. - T to asks ss to do the matching individually. - T uses ICQs - T asks ss to compare their answers in pairs. - WC Feedback.

Teach (11-16 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

-T clarifies MFP (Meaning, form and pronunciation) using concept checking questions(meaning), grammatical form (form), pronunciation (drilling and stress placement). -Concept Checking Questions: 1- If you like something extremely good, what do you say? (Awesome) 2- If something is really funny, what do we call it ? (Hilarious) 3- If something is extremely bad, what do we call it? (Awful) 4- If there is something bizzare what do we call it? (weird) 5- When we think that something is very interesting what do we call it? (Fascinating) -Form -1- Incredible (Extreme adjective) -2- Ridiculous (Extreme adjective) -3- Hilarious (Extreme adjective -4- Awesome (Extreme adjective) -5- Awful ( Extreme adjective) -6- Fascinating (Extreme adjective) -7- Weird ( Extreme adjective) -8- Dull (Extreme adjective) -Pronunciation -1-/ɪnˈkrɛdɪb(ə)l/ (incredible) t shows stress and drills -2- /rɪˈdɪkjʊləs/ (ridiculous) t shows stress and drills -3- /hɪˈlɛːrɪəs/ (hilarious) t shows stress and drills -4- /ˈɔːs(ə)m/ (Awesome) t shows stress and drills -5- /ˈɔːf(ə)l/ (Awful) t shows stress and drills -6- /ˈfasɪneɪtɪŋ/ (fascinating) t shows stress and drills -7- /wɪrd/ (weird) t shows stress and drills. -8- /dʌl/ (dull) t shows stress and drills. - T erases the board and asks ss to turn/close their books. Then, T invites ss to the board and asks them to write an adjective with difficult/confusing spelling (Fascinating), (Hilarious), (Ridiculous)

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

- T asks ss to do ex:b - T asks ss to circle the correct adjective to complete the sentences and do it individually. - T asks ss to circle the synonym of the correct adjective they circle (T demonstrates) - T asks ss to check their answers together. - WC feedback

Test #3 (6-10 minutes) • To give students the opportunity to practice more the target language

-T gives ss handouts and asks them to put the adjectives into the correct category.(individually) - T allows ss time to do the exercise. - T asks ss to check their answers in pairs. - WC Feedback ---------------------------------------------------------------------------------- - T asks ss to work in pairs and use the adjectives to describe one of the following ( a holiday, sport, weather, food) -T monitors and takes notes of possible errors and mistakes.

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

-T divides Ss to groups and gives ss a set of cut-ups and asks them to match the different expressions of opinion with their appropriate headings. - T monitors. - T allows time for this activity. - T hands in the answer keys as feedback. ___________________________________________ - T asks ss to work in groups and give their opinions about the forms of art in ex:c - Ss should use the expressions of opinion and the extreme adjectives they saw in the past activities. - T monitors and take notes of any errors and mistakes that can be made during the activity.

Delayed Feedback (3-5 minutes) • To correct students mistakes and errors

- T writes on the board some mistakes and errors ss made during the whole lesson and invites them to correct them if they can.

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