Amanda Gamble Amanda Gamble

Beginner level


In this lesson, sts will work with cognates - words which are similar in English and Turkish. This lesson will help the sts to see that they already know a lot of words in English and therefore help to build confidence.


Main Aims

  • To provide sts with a set of cognate vocabulary and to give them pronunciation practice of this lexis

Subsidiary Aims

  • To provide listening practice to identify stress patterns in the target lexis


Warmer/Lead-in -Pictionary (7-10 minutes) • To set lesson context and engage students through a game

Set up Pictionary game. Put sts into groups (6 per group). Each group needs a piece of paper for their group. Each group sends a volunteer to me and I tell them a word. They race back to their tables and draw a picture of the word. 1st team to shout out the correct word wins a point. DEMO this first before playing with the word 'television'. (Words: telephone, park, piano, football, sandwich, pyjamas) Sts take it in turns to send me volunteers.

Test #1 (5-7 minutes) • To gauge students' prior knowledge of the target language

Ask sts if they remember the words from the pictionary game. Are these words Turkish? English? They are the SAME (more or less) in both languages. In their same groups, they write the words down in English. Think of other words that are same in English and Turkish. Ask for a volunteer from each group to write the pictionary words on the WB. Ask them to add any other words they have thought of. Then check spelling and pronunciation. DRILL.

Test #1 extended (8-10 minutes) • To give sts further exposure to English/Turkish cognates

Tell sts there are a lot of words that are similar between English and Turkish. Give each group a set of pictures. Sts work together to write the words on the pictures.

Teach (4-5 minutes) • To give sts the opportunity to check each other's work and find out the correct spelling of all the words

Sts swap their papers with another group. Each group gets an answer key that shows all the words. Sts use the answer key to check spelling, making corrections as necessary. Groups return the papers to the original group.

Pronunciation (8-10 minutes) • To give sts the chance to work out the word stress of the TL

On WB: draw different stress patterns (as shown on HO). Say them using "Da-de-da" so they know how each pattern sounds. Teacher says each of the words, DRILLS and shows stress pattern with her hand. Sts decide which stress pattern each word has and write it into the correct place on their HO. Sts get an answer key to check their answers. Spot drill a few of the words.

Test #2 (3-5 minutes) • To provide students with the chance to review all the words

Tell sts to fold words up on all the pictures. Sts work in pairs taking it in turns to take pictures and test their partner, saying "What is it?" The partner answers: "It's a/an..."

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