vocabulary and pronunciation ( adverb collocations)
upper intermediate ( B 2) level
•In the main aim students will be able to learn the difference between gradable adjectives (good, bad, nice, etc.) which collocate with very, and extreme adjectives (excewful, etc.) which collocate with absolutely. and llent, awill be able to learn the meaning and pronunciation of extreme and gradable adjectives.
students will be able to make up conversation with extreme and gradable adjectives and they will act out their conversations for the class
Procedure (35-46 minutes)
- T creates an interesting context ( she drinks coffee) and says: That is absolutely delicious. - T writes this sentence on the board, and elicits adverb and adjective by SS and engages SS -
- T directs SS to the context and asks them to scan, read the text quickly and underline all the adjectives and adverbs, then SS will say them - To draw ss's attention to the target language : T give students a few moments to go through each set of adjectives. Deal with any vocabulary queries and pronunciation problems. -
T asks students to match each group of adjectives with the correct adverb. ( categorizing of adjectives) - T shows the AK to check the correct answer by themselves - T puts students in pairs to check why the words collocate in this way and check with the class.
- T enables ss to understand the meaning of the target language through matching the words to the appropriate definitions , visual aids, eliciting from a situation - T focuses on pronunciation , stress, phonetic , part o speech and CCQs through eliciting ss
- Concept checking question has explained in the previous stage - T gives ss gap fill and asks them to fill the gaps according to what you've learnt earlier - T asks them to work in pairs to check their answers - T shows AK to check their answers - T asks them to continue to match the adjectives to similar meanings, working in pairs. - T points putt out that some adjectives in A can have more than one match in B. - SS Check the answers in AK
- T elicits that the sentence stress changes between the a sentences and the b sentences - T gets them to mark the stress and and ss say these sentences again (playing the recording again if necessary). - SS read the sentences as a class , - T elicits which sentences are using quite with a positive meaning, and which less positive. - T puts students in pairs to practice reading the sentences aloud. - T monitors and checks - T plays the recording. Asks students to listen and compare their pronunciation, then repeat the sentences. -.
-T puts students in pairs to complete the conversations with adjectives and adverb collocation - T Monitors and helps as necessary. - T plays the recording and lets students check their answers - T puts students in pairs to practice the conversation - T monitors and checks for good pronunciation especially the intonation on B’s replies - If students have problems, T plays selected lines of the recording again and gets students to repeat chorally and individually. - T shows the AK to check their answers - Practice through text - T focuses on the photo and asks the question. gives students time to read the speech - T checks the answer by AK - T puts students in pairs to continue making the speech more extreme and colorful by adding adjectives and adverbs. monitors and helps, feeding in vocabulary as necessary. - T plays the recording and lets students compare their choices - T puts students in pairs to read their speeches dramatically to each other. - T monitors and encourages students to exaggerate their stress and intonation - T could invite a few of the most dramatic students to act out one or two sentences of their script, one after another to the class so the full speech is created by a number of students performing
T gives students time to make up their own similar conversations in pairs - T monitors and helps as necessary. - Students act out their conversations for the class.