TP3 Text Based Framework
Upper Intermediate level
To introduce and practice forming adjectives
To cover meaning, form, and pronunciation of adjectives
Procedure (37-49 minutes)
Focus student's attention on the questions and images on the screen. Ask: What are three words you would use to describe yourself? Provide an example: I would say I am intelligent, and thoughtful, but sometimes I can be a little impatient.
Provide the students with the gist task (google forms) and explain that they will read a text and then they will try and figure out what the blackout word in the text is.
Draw students attention to the target language: wealthy, discouraged, anxious, tired. Focus on the pronunciation of these words providing IPA. Wealthy: For Spanish speakers, it's wealthy, not weAlty. WEL - th y Discouraged: Often the stress is put in the wrong syllables it's not in the ou it's in the SC. di SC ou raged Anxious: For the Spanish speakers, the x doesn't sound like an S. It is also not anxiOUs. AN - xi us Tired: Not tAIred, ta y erd Have students pronounce them in unison.
Nominate students to match the term, meaning, image and example (Google slides, and zoom annotations) Follow up by giving the correct answer and asking CCQ. Wealthy: Can a wealthy person afford to eat at a fancy restaurant? Discouraged: Would I be feeling discouraged after losing a race or winning the lottery? Anxious: Would I be feeling anxious before taking a test? Tired: Would I feel tired before or after work? CCQ: Ask students what all of these words have in common? What are they used for? (Answer: To describe) Explain how Adjectives can be made by adding, suffixes or prefixes.
Provide students with controlled practice. (Google forms) Students will use the suffixes and prefixes to complete the exercise on page 22 from the SB. Answers: Then separate them into pairs using breakout rooms. Here they can check their answers before the open class check and feedback.
Ask students to focus on the image on the screen. Ask them what are some characteristics that they value in friends? What are some characteristics that they do not value? In the same pairs from the last exercise, (BOR) students will discuss this question and come up with a list of three adjectives they value in friends and three that they don't. Then we will have an OCD. Use Jamboard to give Delayed Error Correction.