Abigail Mercado Abigail Mercado

LP TP7 Abigail Mercado
Intermediate level


Abc Answer Keys Ready
Abc Student Hand Outs / Work Sheets
Abc Lesson Plan Copy & Language Analysis
Abc Markers Dry Erase OR Colored Markers
Abc Phone charged for Timer
Abc Power Point
Abc PowerPoint Print out for back up
Abc Sticky Tac / Magnets
Abc Vocabulary Words
Abc Materials sent to Tutor

Main Aims

  • By the end of the lesson students will have practiced the meaning, pronunciation and form of adjectives, collocations, and idioms in the context of describing their friends or their personal behavior and character.

Subsidiary Aims

  • To practice writing in freer practice using the targeted language.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1. Greet students. 2. Ask them if they are familiar with the movie: Winnie the Pooh. 3. Elicit the different behaviors of the different characters they see. What do they know about them. 4. If this doesn't work, go to the second slide. Ask them are we all the same? Ss answer. No. 5. T says, "Great, if we all were the same, life would be boring! We are all different! Thank God!" We all have different types of what? Ss. Behavior, Characteristics, Personalities, Interests etc. 6. Ask Ss, talk in pairs and answer the following discussions about you and what your friends say about you.

Test #1 (5-6 minutes) • To gauge students' prior knowledge of the target language

1. Give students HO #1 / Test #1. 2. Ask Ss. read each sentence alone and choose and circle the correct word that makes sense to you. 3. You have 3 minutes. ICQ's: - How many minutes do you have? Ss. 3 minutes. - Are you doing this alone or in pairs? Alone. 4. Feedback. Check in pairs. 5. Classroom feedback each answer leading to the vocabulary stage.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage, elicit MFP ask CCQ's

Feedback Stage/Language Clarification/Introduce vocabulary/ASK CCQ's 1. outgoing (adj.) (context/HO1) (of a person) friendly and energetic and finding it easy and enjoyable to be with others. Elicit. Model. Underline stress on word. Choral Drill & Nominate individuals. Ask CCQ's. - Do I enjoy being around people? Yes. - Am I energetic? Yes. 2. thick skin (adj.) (context/HO1) actors have to be strong enough to take touch criticism. What's another word for being this type of strong? Elicit. Model. Underline stress on word. Choral Drill. Nominate Drill. Ask CCQ's. - Am I fat if I have thick skin? No. - Do I get upset easily by people’s comments? No. - Can I take correction well? Yes. 3. sense of humour (n. uncountable) (context/HO1) my friend Joe says I take life too seriously and I should lighten up, and have a _______. *It's three words. Elicit. Model. Underline stress on word. Choral Drill. Nominate Drill. Ask CCQ's. - Do I understand jokes? Yes. - Do I like to laugh? Yes. - Can I see things in a funny way? Yes. 4. speak my mind (collocation) (context/HO1) my friend Janice is very bold she says exactly what she thinks. Elicit. Model. Where's the stress on word. Choral Drill. Nominate Drill. Ask CCQ's. - Do I keep my thoughts to myself? No. - Do I say what I think? Yes. - Am I shy about what I say? No. 5. painfully shy (adverb/adjective) (context/HO1) I was a very quiet student in high school and I didn't make any friends or go to any celebrations or parties. I was...____? Elicit. Model. Where's the stress on word. Choral Drill. Nominate drill. Ask CCQ's. - Am I in physical pain? No. - Am I very embarrassed in new situations? Yes. 6. come out of your shell (idiom/collocation) (context/HO1) Continuing the story, when I left to college I became confident and was very popular some friends said I....________. Elicit. Model. Where's the stress on the word? Choral Drill. Nominate drill. Ask CCQ's. - Do we have literal shells like a turtle? No. - Am I changing my personality? Yes. - Am I being more confident? Yes. 7. fiercely loyal (adverb; adjective and collocation) (context/H01) My mother has nine children, even if her kids forget her she wants to protect them and do the best for them. She is...._____? Elicit. Model. Where's the stress on the word? Choral drill. Nominate drill. Ask CCQ's. - Do I care about my friends? Yes. - Am I supporting my friends VERY well? Yes. - Am I devoted to them? Yes. 8. put others first (idiom) (context/H01) the teachers, and my colleagues are always so helpful, they often stop what they are doing, to help you. They think of themselves, second. They __________. Elicit. Model. Ask where's the stress on the world. Choral drill. Nominate drill. Ask CCQ's. -Do I care about others? Yes. - Am I more important than them or are they more important than me? They are more important.

Test #2 (5-6 minutes) • Check students' use of the target language again and compare with the first test

1. Set the task. 'Chest' instructions with handout. Alone, divide the words into two categories. Positive and Negative behavior or characteristic. Ask yourself, is the word or phrase a positive or negative behavior or characteristic. Write the vocabulary word in the box. 2. Demo. - For example: Sagda, do you think speaking your mind is negative or positive? Ss answers. T: So now you will _____? Ss: write the word in the box. 3. Give time. You have 4 minutes. 4. Ask ICQ's: Will you write anything? Yes. What words are you writing? Vocabulary. How many minutes am I giving you? 4 minutes. 5. Distribute HO#2. 6. Monitor during activity. 7. Feedback PW, ask them to tell each other their answers and explain why they chose this answer. 8. Classroom feedback/Check answers. - Teacher nominates different students and asks, Where they put, thick skin, fiercely loyal, painfully shy, out-going etc. Is the word or phrase negative or positive? Why? Did your partner have the same answers? Why not? Ask weak and strong students. 9. Lead into freer practice.

Free practice (10-13 minutes) • To provide students with free practice of the target language and to practice the target language in writing.

1. Tell students. Write 5 sentences describing your character and your behavior. DO NOT write your name. We will hang these up and guess who is who. I will give you 5 minutes. (Ask colleagues to participate and write 5 sentences as well). ICQ's: - Are you going to write your name on the paper? No. - How many sentences are you writing? 5 sentences. - How many minutes do you have? 5 minutes. 2. Walk around and read each card. Talk to each other and guess who is who. 3. Class feedback. Did you guess anyone correctly? Why? 2 or 3 students share why they thought a certain card described someone's behavior and personality. 3. Monitor for Error Correction. 4. Error Correction.

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