TP4 LP_John Al-Haddad
To provide review and practice of adjectives with “very”, “really”, “quite” and “too” in the context of of describing place names
To provide fluency and accuracy speaking practice with adjectives using “very”, “really”, “quite” and “too” in the context of describing place names
Procedure (36-46 minutes)
1. T opens up class by sharing screen with Jamboard 2. T gives instructions (1 min): T tells asks Ss "what are your favorite places in your city or hometown?" T says "For example, in Washington DC I love the parks, cafes, restaurants, and museums." T tells Ss they have 2 mins to discuss ICQs: "What are we talking about?" Favorite places 3. T creates breakout rooms, with 2-3 students per room. Sends Ss in breakout rooms. 4. T ends breakout rooms after 2 minutes and Ss return to main group 5. OCFB: T nominates a few Ss to share their thoughts for about 1-2 mins
1. T shares screen of Google Doc with the text work activity 2. T gives instructions (1 mins): T tells student they have 1 mins to read the text for the main idea. What is the text about?
1. T draws Ss attention to underlined words as an example. 2. T tells Ss to go back and highlight the words the appear in the texts (1 min)
1. T shares screen of Google Slides 2. T goes through the slides: Slide 1: 1. T shows Ss three pictures from p.47 coursebook. T asks Ss to read sentences to themselves and look at the pictures. CCQ: "which one means more than what you want?" (too) "which one means "a little big for me?" (quite) Is "very/really" more or less than "quite?" (more) (2 mins) Slide 2: 1. T shows Ss the second slide. The purpose of this is to illustrate that too can have a negative meaning. 2. Asks students to read the three sentences. CCQ: "Which sentence has a negative meaning?" (3, too); "Does too mean very very?" (No). Make sure students understand that really and very mean that same thing. (3 mins) Slide 3: 3. Shows Ss the form. Have Ss complete the activity from p.47; have them uncover form on their own (1 min) 4. After one minute, nominate Ss to fill in the blanks. After feedback, show students the correct form (2 min)
1. T continues screen share of Google Slide, Slide 4. 2. T gives instructions (1 min): Tell Ss to select the correct word. Reads sample question and demo second question so the Ss understand. Tells students they have 5 mins. ICQs: "What are we doing?" (Correct word) "How long do we have?" (5 minutes) 3. T continues screen share. 4. After 5 mins, T tells Ss that they will compare answers in BoRs for 2 mins. 5. T creates BoRs, with 2-3 Ss per room. Sends Ss into BoRs. 6. T ends breakout rooms after 2 minutes and Ss return to main group. 7. OCFB: T nominates a few students to share their thoughts for about 1-2 mins. T asks Ss to confirm each other's answers. Answers to questions are in the slide, T goes one question at a time to reveal correct answer.
1. Using the answers to CP in Slide 4, T reads a sentence and asks Ss to decide where the stress falls. Repeats this again with a different sentence. 2. T then drills some sentences with Ss, and has Ss mimic the sentence stress
1. T shares screen of Google Doc 2. T gives instructions for exercise A in preparation for FP (1 min). T reads the directions from the Google Doc. T says "For example, the restaurants in my city are too expensive; the parks are very beautiful." T gives students 2 mins to prepare ideas 3. After 2 mins, T gives instructions for the FP (1 min). Using their notes from exercise A, Ss compare and contrast in BoRs for 4 mins. T demos activity using the conversation on the Google Doc. Ss can use this as a template. 3. T creates breakout rooms, with 2-3 students per room. Sends Ss into BoR. 4. T makes notes of what Ss are saying in each BoR 5. T ends breakout rooms after 4 minutes and Ss return to main group 6. OCFB: T nominates a few students to share their thoughts (1-2 mins) 7. DEC: T shares whiteboard with a few examples of Ss mistakes; writes them on board and has Ss correct (1-2mins)