Success and failure
To provide accuracy and fluency speaking practice in a conversation in the context of success and failure
To provide clarification, practice and review of expressive adjectives in the context of success/failure
Procedure (44-53 minutes)
Ss will throw ideas about 3 strong adjectives in the context of ability and they are then asked to talk about three things they couldn't do because of those three feelings in pairs: bored, excited, terrified (as a test to see how they use adjectives and ability modals) and some interesting memories are then shared with the class if they want.
Ss are then tested if they know all adjectives (first by guessing from pictures and then unknown words are listed on the board) meaning and if not, I will ask others to clarify meaning followed by CCQs to check understanding. The difference between -ed and -ing adjectives is then elicited followed by clarification through a bored audience and a boring movie. Ss are then asked to fill in the gaps in activity b and underline stressed syllable on written adjectives while they are listening to the audio. (first individually and then in pairs and finally, answer key is handed out) Activity d is skipped.
Task 1: In 3 groups, ss are asked to solve a puzzle, containing information about 5 people's abilities. They have to read out loud each statement to be able to make notes and solve the puzzle. Answers are then checked in the class. Task 2: Ss are given 6 topics and are given time to choose 3 to talk about with their partner. They are given time to make note about example(s) for each topic. (previous task may help them for both ideas and sentence structure). Interesting topics are then shared with class and the most exciting one will be voted.
Feedback on content will be carried out by questions form the class in case of any misunderstanding. Ss' errors on the tl will be noted and written on the board and they are asked to firstly say if they are correct. Volunteers are then come and write the correct form on then table.