Christopher Sanders Christopher Sanders

Upper-Intermediate (B1) level


In this lesson, students will be exposed to the vocabulary they will use in the following hour's reading lesson.


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Main Aims

  • By the end of the lesson, students will be able to recognize and use key lexical items related to age.

Subsidiary Aims

  • Students will speak in small groups about their views on age discrimination and growing older.


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

Slide 1.Greet students and wait for a few to log on. S2. Show the illusion of the old woman/young woman. Ask Ss what they can see in it. S3. Show Ss the warmer question: Is it better to be young or old? Ask them to think about this for a moment while T. creates breakout rooms. Send them to breakouts to discuss topic for 2 mins. Return to main room. Ask 1 S to say their answer and reason. Have that S nominate another to also explain. Monitor for any useful vocabulary.

Elicitation/Presentation 1 (10-12 minutes) • Students will discover the target language through prompts and learn their meaning, pronunciation, and usage.

S4. Show students clipping from The Guardian: "Google pays $11 million to jobseekers who alleged age discrimination." Ask Ss to read the headline. Ask some comprehension questions: - Which company is this about? - Did they have to pay some money? How much? - Who did they give the money? - Why? If Ss. struggle with "why", highlight the subheadline, "unfair to older applicants". Draw Ss' attention to "age discrimination". Ask: - Is discrimination a good thing or a bad thing? - Maybe you saw in the news, there are a lot of people in the US who are angry about the police. Do you know why they are angry? -- They say that the police are very unfair to black people. What's the word for treating a group of people unfairly? (If no response, tell them "discrimination") - So, is discrimination a good thing? -- No, of course not. - Which group of people did Google treat unfairly? Repeat/state: Age discrimination is a problem. Select a student(1). Say: - a problem. - is a problem - discrimination is a problem. - age discrimination is a problem. Repeat as choral drill with several students. Show S5 Ask S(1) to nominate another S(2). Ask: - What kind of word is "discrimination"? - Is there a verb form from "discrimination"? Show S6 Ask: - What is he doing? - Is he acting like an adult or a child? - Maybe you don't know this word yet, but listen to the beginning of the words. Do you think he is *mature* or **im*mature*? (If having trouble: "If someone is *mature*, they are acting like an adult. If they are **im*mature* they are *not* acting like an adult." Show S7 - So, do you think she is mature or immature? (Is she acting like an adult or a child?) - Some people think teenagers today are immature. Do you agree? To S(2): - Please say: "immature" - "are immature" - "today are immature" - "Teenagers today are immature." Do choral drill. Ask S(2) to choose S(3). Ask: - Immature means acting like a child. What is the *opposite* of immature? (If there is trouble, repeat with emphasis on *im*) - Now, is mature a noun, a verb, an adjective...? (Does it tell me about something?) - Great. How can I make mature into a noun? (Ask whole class, ask them to type it in chat.) (If no one gets it: I need to add -ity to the end. So, S(3), what's the adjective form now?) - If someone is acting like a child, what should they *show* some of? - If someone makes smart choices and acts wisely, are they showing maturity or immaturity? - Repeat: maturity - some maturity - show some maturity. Choral drilling. Ask S(3) to choose S(4). Say: How old are your parents? What about your grandparents? Would you say they are old or young? What can we call that group of people? (If they don't produce "elderly" quickly, give it to them.) - Do you think elderly is a noun or an adjective? Or is it maybe both? - If I say "the rich", what do I mean? The poor? - Now, poor and rich are adjectives, they tell me about some *thing*. But, I said "*the* rich" and "*the* poor". So, what does the "the" do to an adjective? (It makes it a noun.) - My mother is elderly. - Did I use "the"? so here elderly is an...? - The elderly are more likely to get sick. - Did I use "the" so elderly here is a ....? - Is it easy to be old? Is life easy when you are old? - Life is hard for the elderly. - Repeat: elderly - the elderly - for the elderly - is hard for the elderly - life is hard for the elderly. Show S11

Presentation 2 (6-7 minutes) • To expose them to the phrases from the target language

Switch shared screen to Active Teach, p68. Zoom in on exercise 2A. Say: - We talked about some of these already. Can you figure out the other 4 from the sentences? I'm going to put you in pairs. Work together and try to figure out which phrase matches which definitions below. I'll give you 4 minutes." Send Ss to breakout rooms; monitor and record any difficulties. Return Ss to main room. Show answers (save time). Ask: - You see a friend doing very stupid things, like a naughty child. What can you tell them? (Remind them to choose from the vocab) -- act your age - In Turkey, when do you *come of age*? (In my country, it's 18 for some things, and 21 for others). -- come of age - When do people come *into their prime*? What age is the best, for an adult? -- in their prime.

Controlled Practice (7-9 minutes) • Students will have an opportunity to use the target language in a highly controlled exercise.

Play Kahoot! ( Monitor for troublesome words/phrases.

Free Practice (7-10 minutes) • Students will use the target language in a discussion.

Explain that Ss will have a group discussion. They will have 3 topics to discuss. Choose 1 and talk for 2 (3 if enough time remains). Then, after 2(3) minutes, choose the next topic and talk for 2(3) minutes. Show slide X. Ask: - How long will you talk? - When do you change topics? - Do you discuss all 3 topics? Send Ss to breakout rooms. Monitor

Clarification (2-4 minutes) • Students will revise the material through errors denoted during the practices.

Using Annotate as needed, indicate 1 or 2 problematic areas that arose during monitoring. If nothing critical arose, ask Ss what they talked about in the group discussion.

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