Jonathan Aponte Jonathan Aponte

TP5 - LP - Jon Aponte
Pre-Intermediate level

Description

In this lesson students will be able to use comparatives to describe people in a productive skills activity.

Materials

Abc Comparative and Superlative Help Sheet
Abc Task 3 Worksheet -Intro/Extro/Ambivert
Abc Zoom Platform
Abc Power Point Slides

Main Aims

  • To provide fluency speaking practice in the context of comparing the personality traits between introverts, extroverts, and ambiverts.

Subsidiary Aims

  • To provide practice of introvert, extrovert, and ambivert in the context of comparing the different personality traits.

Procedure

Lead-in (4-6 minutes) • To set lesson context and engage students

The T introduces the Ss to a brief slide asking them to assign the adjectives inside the box to the three pictures on the screen. The Ss will work on the lead-in by themselves. The purpose of the lead-in is to prime the Ss to think about adjectives and to later think of adjectives that are associated with introvert, extrovert, and ambivert. The T will elicit answers from the Ss. The T will ask the Ss to justify their answers.

Content Preparation (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

The T explains briefly what adjectives do in a sentence. T explains how adjectives describe both physical and abstract characteristics. The T introduces the nouns introverts, extroverts, and ambiverts. The T asks the Ss to get into pairs to work on the content preparation task 2 slide before discussing the MFP slide. Ss are required to assign the adjective/statements provided to the pictures in the slide.

Language Preparation (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

The T explains briefly the terms introvert, extrovert, and ambivert using examples. The T drills the pronunciation of the three terms. The T asks CCQ to ensure Ss understand the difference between the two. The T explains briefly the rules for converting adjectives into the comparative and superlative forms using a separate help sheet. The T provides the Ss with a worksheet consisting of five multiple choice questions asking them to choose the correct version of the comparative or superlative form of the adjective. The T reviews the answers to the worksheet with the Ss. The link to the worksheet is https://docs.google.com/document/d/10HXog-4iye6HajPSODKz6EyXJQBvdjFD2SUvOL8ioPk/edit The link to the answer sheet for the worksheet is https://docs.google.com/document/d/1exw2_HqCm-jmwUAJiQ0KLaauvpCTt-yXvbfOWyP9fpI/edit The link to the comparative and superlative worksheet is https://docs.google.com/document/d/1lNQ_WXgdoAEyzvnpwlAazmjWmRjl3TJ9ENEabttjqLU/edit?usp=sharing.

Productive Task(s) (7-9 minutes) • To provide an opportunity to practice target productive skills

The T instructs the Ss they will get into pairs/groups and use comparatives and superlatives to describe one or two family members. The Ss will interview each other and formulate their answers based on the following three questions: 1. Describe the person's main personal characteristics. 2. Are they introverts or extroverts? 3. How do they compare to you? The Ss will report their findings to the rest of the class.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

The T asks Ss for volunteers on who would like to speak about their respective family member(s). The T will nominate a S if they are mum. The T listens listens attentively to the language content for errors and provides language feedback, if necessary. The T provides positive reinforcement when necessary.

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