Elvis Neba Elvis Neba

TP4 LP - Elvis
Upper intermediate level


Students will have learnt about forming adjectives with prefixes and suffixes from nouns and verbs alongside some real-life vocabulary


Abc Zoom, Google slides, Google forms, New Cutting Edge Upper intermediate course book (page 22)

Main Aims

  • To provide clarification of language used for Forming adjectives in the context of Ups and Downs of life from an inspiration text

Subsidiary Aims

  • To enable SS practice their reading for gist/ fluency speaking skills and review of adjectives employed in the context of inspiration


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

-T welcomes Ss especially newcomers and introduces himself and the rest of the class. -T informs Ss that they'll commence the session by discussing in pairs/groups what they think about a certain quote and it should be done in 2mins. -T shares screen of quote, asks ICQs, shares link with Ss on zoom chat and sends Ss to BORs. -T closes BORs and nominates Ss to share their thoughts on the questions around the quote and conducts OCFB.

Text work - Gist (6-6 minutes) • To provide context for the target language through a text and have students identify the TL.

-T informs Ss that the next activity of the session is taken from a text, they'll read and answer two brief questions individually (2mins) -T shares the screen from Google forms, ICQs and shares the link on zoom chat. -T pairs Ss and sends them to BORs to discuss/compare their answers while agreeing and disagreeing. (2mins) -T closes BORs, nominates Ss to share their answers and conducts OCFB (2mins)

Clarification (12-15 minutes) • To clarify the meaning, form, pronunciation and appropriateness of the target language

-T asks the Ss what they understand by an adjective. Nominates/elicits answer- a word that describes/qualifies a noun or pronoun and some are formed by adding a letter or groups of letters either at the end/beginning of nouns/verbs. -T introduces lesson's objective (forming adjectives) to Ss, nominates Ss to explain meaning of 'suffix' and 'prefix' and elicits meaning. -T shares link on Google slides and visually presents suffixes, roots(base word) and prefixes. -T reintroduces Ss to the text from inspiration.com and nominates two students to read the sentences containing the adjectives 'powerful' and 'valuable'. -T writes both words on zoom WB and elicits MFPA (stressed syllables) -T introduces adjectives of feelings with suffixes -ed and -ing, gives an example (annoyed/annoying) and nominates Ss to give more examples. -T elicits meaning of both forms (-ed/how the person feels and -ing/the thing or action that brings about your feeling.) and uses 'depressed' from the text to illustrate. -T presents chart of prefixes used to form opposites on google slides. -T leads Ss through MFPA of 'unhappy' (un=not happy, synonyms=sad, sorrowful, dejected.) T drills Ss through the pronunciation with stress on 'hap'.

Controlled Practice (7-7 minutes) • To concept check and prepare students for more meaningful practice

-T informs SS that the class is going to practice what we’ve learnt from forming adjectives. -T then shares his screen of the exercise from Google forms and demos the task. Ss to complete task individually and it should take (3mins) - T elicits instructions with one or two ICQs, shares the link and gets Ss to work individually. Ss to indicate with a virtual thumb up when done. - T sends Ss to BORs to discuss and compare their answers while he monitors. (2mins) -Ss return to main session and T conducts OCFB. (2mins)

Freer Practice (6-8 minutes) • To provide students with freer practice of the target language

-T informs Ss that we're going to practice using these adjectives further. -T shares screen of adjectives used in the previous exercise and asks students to add a few of their own ideas to the list. -T nominates Ss to point out positive/negative adjectives and which describes a person's character. -T tells Ss they'll work in pairs selecting which adjective they most admire and most annoying. The activity will take about 3mins tops. -T ICQs Ss (are you working in pairs or individually- pairs/ How many mins for this task-3mins), demos the task, shares the link and sends them to breaker rooms. -T monitors Ss while they share their ideas on the questions and notes down errors. -T closes BORs and conducts OCFB.

Delayed Error Correction (4-5 minutes) • To concept check and correct Ss grammatical/lexical errors during freer practice

-T opens zoom WB and writes down some sentences/phrases made by the Ss. Gets peers to analyze and correct the sentence. -T substantiates correct sentences and elicits Ss understanding. -T thanks Ss for the wonderful session and tells them to continue practising the TL and ends the session.

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