Roya Roya

Vocabulary and Word formation
Upper-intermediate level

Description

In this lesson, students learn about word formation with negative prefixes and the stress of the words.

Materials

Abc Prefix word file
Abc Power point

Main Aims

  • vocabulary: To learn negative prefixes and how to make and use antonyms

Subsidiary Aims

  • To provide information about the stress of the words and use the negative and antonyms in students' speaking

Procedure

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

T elicits the meaning of the opposite by showing the sign and asks students what it represents. T shows some pictures and ask students to guess the opposite. (slides 2-5) Then T moves on to the sentence to ask students to negate the penalty with a prefix. T shows the prefix slide and elicits if sts know what it is (slide 6) T shows different prefixes one by one and asks sts to give an example. (slide 7)

Exposure (8 minutes) • To provide context for the target language through a text or situation

T Shows the slide with different prefixes and asks sts to choose the correct prefix which can be used to negate sentences. (slide 8) T shows the answer (slide 9) T gives students a word file which sts should complete the boxes with correct words. Sts should put the words to the correct prefix to make them negative. T shows the answer (slide 10 T gives sts the link students, sts should complete the words with the correct prefixes in pair T shows the answers. (slide 12)

Clarification (8 minutes) • To clarify the meaning, form and pronunciation of the target language

T shows the words and asks sts to say the antonyms using prefixes; T asks the meaning, drills, and points out the words' stress. ( slides 13-15) T gives the link of Kahoot students should find the correct meaning of the words, in this way they would know that different prefix has the other purpose. It can be a sort of competition since it shows scores and the winner.

Controlled Practice (8 minutes) • To concept check and prepare students for more meaningful practice

T shows the table of the words, asks for the part of speech. (slide 17) Students should find as many antonyms as they can. T does some of them in the class than students are in pairs, t give sts the link, sts should put the words to the correct antonym group. T shows the answer (slide 18)

Semi-Controlled Practice (8 minutes) • To concept check further and prepare students for free practice

Students are divided into two groups, group A and group B They both have different sets of questions. Sts are set into breakout rooms, and student A read their sentence, and students be should say the antonyms of the sentences. When students A sentences are over, students B start by reading their sentences, and students A should say the antonyms. (Slides 20-23)

Free Practice (8 minutes) • To provide students with free practice of the target language

T gives the sentences that students previously completed in the learning app 'complete the words' T puts students in pairs, or if the number is more than 10, puts sts in groups and asks sts if the sentences are proper for them. Sts should discuss their answers and t encourages them to use the prefix or the opposite words the support their opinions. (slide 24) Students report back to the class.

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