Mustafa Mustafa

Personality Adjectives
Elementary level

Description

In this lesson students will learn the meaning of 5 new vocabularies through looking at pictures and guessing the word and it's meaning.

Materials

Abc Handouts
Abc Monitor

Main Aims

  • To provide clarification of personality traits in the context of kind - warm - lovely - Brilliant - Colleague

Subsidiary Aims

  • To provide practice of using vocabulary in context

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students in using personality adjectives to describe a person.

The game "Who am I?" The game is: one student will stand in front and have a Job in mind and then give his friends clues to guess his job. eg. I am kind - I treat patients - I work at a hospital - I take care of people. "Doctor" eg. I am funny - I wear funny clothes - I wear big shoes "Clown" I will provide the Students with the instructions and information needed to play the game. Mix, Pair, Share Students: stand up and silently mix around the room. 2. Teacher says, “Pair”. 3. Students: pair up with the 2 closest students to you and give a high five. If you don’t have a partner, keep your hand up until you do. 4.The teacher chooses a student from every group by turn to stand at the top of the class and play a role in game. 5.The team that says the most right answers wins. ICQs: 1- Are we going to work in pairs or groups? 2- Are you going to pair alone or when I say pair? 3- Are you going to guess a name of a job or a person?

Clarification of language focus (8-12 minutes) • To clarify the meaning, Pronunciation and form of the target language.

Through Visuals, I elicit and explain the following vocabulary Items: Lovely - warm - kind - Brilliant - colleague. 1.First I display a picture of a mother with a big heart shape next to her on the monitor and ask students to say words to describe her. After they are done guessing I say the word lovely and repeat it three times then ask students to repeat after me globally then I ask some of them to repeat individually. Finally, I provide the form on the Monitor. 2. I display a picture of someone sitting on the beach enjoying the sun with a happy sun shape in the picture . Ask students to describe the weather in the picture. After they are done guessing I say the word Warm and repeat it three times then ask students to repeat after me globally then I ask some of them to repeat individually. Finally, I provide the form on the Monitor. 3.I display a picture of a little boy giving food to a homeless cat. Ask students to describe the boy.After they are done guessing I say the word Kind and repeat it three times then ask students to repeat after me globally then I ask some of them to repeat individually. Finally, I provide the form on the Monitor. 4. I display a picture of a scientist who is doing an experiment and ask students to describe the scientist.After they are done guessing I say the word Brilliant and repeat it three times then ask students to repeat after me globally then I ask some of them to repeat individually. Finally, I provide the form on the Monitor. 5.I display a picture of two people sitting together in an office working and discussing some papers. Ask students to describe them.After they are done guessing I say the word Colleague and repeat it three times then ask students to repeat after me globally then I ask some of them to repeat individually. Finally, I provide the form on the Monitor.

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice through answering an MCQ exercise.

I stand in front of the class Anchoring with the handout of the exercise and chest the paper explaining that the students should choose one word from between the brackets to answer the questions then divide students into pairs using Stand Up, Hand Up, Pair Up First I explain that the students will stand up with one hand in air until you find the closest partner who is not your teammate.Then they will sit in pairs. They will have 4 minutes to answers the handout individually first then 1 minute to check the answer with their partner.The one who starts first to say the answer to his friend is the one whose name starts alphabetically. ICQs 1- Are you going to pair with your friend or the nearest one to you? 2- Are you going to answer the questions first in pairs or individual? 3- How much time do you have to answer the questions individually? 4-Who is going to start sharing? Then Students start pairing and I distribute handouts and after the time of the exercise ends, I revise the answers with the students globally. The exercise: 1-

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

Student will write five sentences using target language. I provide the instructions before starting. Mix, Pair, Share Students: stand up and silently mix around the room. 2. Teacher says, “Pair”. 3. Students: pair up with the 2 closest students to you and give a high five. If you don’t have a partner, keep your hand up until you do. 4.Students sit in pairs but work individually first for 5 minutes then check answers with their partner for 1 minute.The student who starts sharing is the one with the bigger hand. ICQs 1- Are you going to write the sentences individually or in pairs? 2- How many sentences are you going to write? 3- How much time do you have for writing the sentences? 4- Who is going to start sharing? Then we start the practice ans students pair, write the sentences and share with their partner. Finally, I choose students to share their sentences globally.

Free Practice (5-8 minutes) • To provide students with free practice of the target language

I divide students into groups of three by assigning them numbers. Ask them each to speak for one minute describing a friend he/she likes without saying the name then the second one does the same then the third one.The one who starts in each group is the student assigned number one then the student assigned number two then three. ICQs: 1- Are we going to work on individually or in groups? 2-Who is going to start talking in each group? 3- How long will each one talk for? During the students discussion I observe the students and take notes without them noticing. Then I ask some students to share globally what they said or heard from their friends. Finally I do The PACS on the board and mention some of their mistakes and ask them to correct it globally.

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