Gulcin Tovey Gulcin Tovey

TP8 // Compound Adjectives Describing Character // 20.06.2014
Upper-Intermediate level


In this lesson, students will learn "compound adjectives describing characters". They will also have a chance to have a fluency speaking activity to practice TL


Main Aims

  • To review and clarify some vocabulary that is related to describe 'people's character". By the end of lesson, students will have learned effective adjectives to describe people's character.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in conversations in the context of "describing people's character". By the end of the lesson, students will have improved their speaking skill in by carrying out various tasks.


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

"Generation Y is strong-minded and self-centered" T writes the above sentence on the board and ask Ss if they remember where this sentence is from, try to elicit the answer from them that it is from their previous lesson with David. T asks what "strong-minded" and "self-centered" are and elicit the word "adjective" from Ss. T also asks what the role of adjectives and elicit the word "describe" from Ss. T also asks if they know any more adjectives (Ss highly likely to come up with the adjectives like clever, selfish etc) T writes a couple of them on the board and ask Ss what the difference between "selfish" and "self-centered" and reveal that selfish is an adjective but self-centered is "compound adjective". T also says "We are going to be looking into more compound adjectives in our lesson" and the next stage begins.

Test #1 (5-5 minutes) • To gauge students' prior knowledge of the target language

T gives HO#1 to Ss and asks them to match the words in A to the words in B to make compound adjectives (individual work). T gives the instructions first and use ICQs before giving handouts to Ss. Once Ss have finished, they can compare their answers with their partner. At the end, T gets the answers from Ss.

Teach (15-18 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T changes the partners for new stage. T gives the cut-ups to Ss and asks them to match the terms with their definitions and work with their partners. As usual, T has to give the instructions and check if they are received clearly and then give the material to the class. Ss work with their pairs and match the pieces. Meanwhile T sticks pre-printed definitions on the board from up till bottom. Once they have finished, T starts with the first adjective and drill it with the class, highlight it on the board. Shows where the stress is and then ask Ss to stick the right definition next to the adjective. T does the same thing for the rest of the adjectives. The aim here is giving feedback while applying MPF for TL. Once MPF has been applied CCQs are going to be used to make sure the meaning of TL is clear with the class.

Test #2 (5-5 minutes) • Check students' use of the target language again and compare with the first test

In order to test ss' understanding this little game will be executed. T removes all the definitions of the board and put the Ss into two team. The adjectives are still on board. As soon as T gives Ss an example or definition, they have to figure out which adjective that would be the match and grab the card off the board as quick as possible. Once all the adjectives have been removed off the board, two team counts how many cards they collected and the winner gets a little prize.

Free practice (12-12 minutes) • To provide students with free practice of the target language

Ss are asked to think about 3 people from their life that they know well. They have to use the adjectives that they have learned to describe each person. Then they will work in pairs. Take turns to tell each other about the people they choose. At the end, ss are going to be asked who their partner choose and what they talked about the chosen people Once the instructions are given, T uses ICQs and then while Ss are talking T monitors to make sure the TL is being used. At the end ask Ss to tell the class about their partner.

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