Galina Galina

Upper Intermediate (B2) level


Text-Based Lexis Lesson


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Main Aims

  • To introduce and practice adjectives in the context of business and trade

Subsidiary Aims

  • • To provide fluency speaking practice in a discussion in the context of business and trade


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Show Ss a picture of a Chinese flag and ask: Do you know what country this is? Elicit: China. Point out at the picture of Shanghai and ask what Chinese city it is. Elicit Shanghai. Ask Ss to share facts they know about China using these categories: Population Language and culture Tourism Environment Economy Students share their ideas in class. Tell Ss we are going to read an article about China. Point at the categories and ask Ss: What do you think the topic of the article is? Use prediction to engage Ss and connect lead-in to the gist.

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

Send Ss a G-Form link with the text and a task. Tell Ss they need to quickly read a text to get a general idea and choose the best title from 3 titles given. Ask Ss to do the task individually and submit it after, ignore words they don't know, and focus on the main idea. Give Ss 3 minutes to complete the task. ICQ: How much time do you have? (3 min). Do you need to submit your form or say the answers? (submit). Do you need to read in details? (no, quickly to get the main idea). OCFB. After Ss submit the answers screen share G-Form responses so they can see what the most popular answers are.

Highlighting (3-4 minutes) • To draw students' attention to the target language

Send student a G-Form link. Look at the words highlighted in blue. Choose a correct part of speech in the provided context. Ask Ss to work independently and submit their answers. Give Ss 2 minutes. ICQs: Do you need to submit?(yes) How much time do you have? (2 min) Screen share the answers from G-Form. OCFB. Answers: Political (adjective) Capitalist (adjective) Developer (noun) Producer (noun) Manufactured (adjective) Environmental (adjective) Polluted (adjective) In order to prepare Ss for MFP vocab, I'll try to elicit adjective forms for 'producer' and 'developer'. Share a G-Slide with the noun and adjective forms and adjectives’ endings or ‘suffixes’ -al, -ist, -ed, -ing, -ive. Elicit: Productive, developing, developed

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

1. Developed /dɪˈvel.əpt/ CCQs: Does it mean advanced and modern? (yes) Does it mean powerful? (yes) Can it refer to countries and regions? (yes) FCQs : Is it an adjective? (yes) Which nouns do we use with it? Developed + system/ sense (of smell)/ programme/ country/ region/ area. Another way to say very developed? Elicit: Highly developed. Which suffix do we add to create this adjective? (-ed): Verb 'develop' + 'ed'. 2. Developing /dɪˈvel.ə.pɪŋ/ CCQs: Can it refer to countries and regions, too? (yes) Does it mean the same as 'developed'? (no) Does it mean less advanced but becoming stronger? (yes) FCQs: Is it an adjective? (yes) Developing (adjective) + country/ area/ region. What suffix did we add to form this adjective? (-ing) Present participle and past participle forms created from the same verb have different meanings. 3. Capitalist /ˈkæp.ɪ.təl.ɪst/ CCQs: Is it related to capitalism? (yes) Does it support competition and free market? (yes) Does it aim to make profit? (yes) FCQs: Is it an adjective? (yes). Capitalist (adjective) + system/country/economy. Which suffix help us create an adjective? (-ist) 4. Productive /prəˈdʌk.tɪv/ CCQs: Is it only about production process? (no) Can it describe anything that has a positive result? (yes) FCQs: Is it an adjective? (yes) What nouns can we use with ‘productive’? Productive + employees/ meeting/year/ etc. What’s the opposite word? (unproductive) What's another way to say very productive? (highly productive). How do we form the word? (we add suffix -ive) 5. Manufactured /ˌmæn.jəˈfæk.tʃɚd/ CCQ: Does in mean something produced in large numbers? (yes) Is it produced on a factory using machines? (yes) FCQs: Is it an adjective? (yes). Which nouns can we use with it? Manufactured goods/ clothes/ cars, etc. How is it formed? We added -ed to a verb ‘manufacture’. 6. Environmental /ɪnˌvaɪ.rənˈmen.təl/ CCQ: Is it related to environment? (yes) Is it connected to air, land, or water? (yes) What other words can we use? (ecological) FCQ: Is it an adjective or noun? (adj). Which nouns can be used with it? Environmental protection/ issue/ problem/ group etc. How was it formed? (by adding -al suffix to a noun ‘environment’) 7. Polluted /pəˈluː.tɪd/ CCQs: Is it affected by pollution? (yes) Does it mean dirty?(yes)Is it dangerous for your health? (yes) Is it caused by people? (yes) FCQs: Is it an adjective? (yes). Which nouns are used with it? Polluted + water/ air/ river/ ocean, etc. Another way to say ‘very polluted’? (heavily/seriously/highly polluted) How do we form this word? by adding -ed to a verb 'pollute' Share a slide with pronunciation patterns and ask Ss to match the words and pronunciation. Match the words on the left with the correct stress patterns. Some stress patterns can be used more than once. Submit the answers. Give Ss 2 minutes. After they submit share G-Form answers, go through pronunciation and stress with problematic words. Developed /dɪˈvel.əpt/ o-O-o 3 syllables 2nd syllable is stressed Developing /dɪˈvel.ə.pɪŋ/ o-O-o-o 4 syllables, 2nd syllable is stressed Capitalist /ˈkæp.ɪ.təl.ɪst/ O-o-o-o 4 syllables 1st syllable is stressed Productive /prəˈdʌk.tɪv/ It has 3 syllables o-O-o (2nd syllable is stressed) Manufactured /ˌmæn.jəˈfæk.tʃɚd/ o-o-O-o 4 syllables 3rd syllable is stressed Environmental  /ɪnˌvaɪ.rənˈmen.təl/ o-o-o-O-o 5 syllables 4th syllable is stressed Polluted /pəˈluː.tɪd/ o-O-o 3 syllables 2nd syllable is stressed

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Send Ss a G-Form link. Ask Ss to choose a word from the list and change it to its adjective form to complete the sentences below. One of the words should be used twice: Capital Develop Pollute Produce Manufacture Environment Ask Ss to complete the task individually and submit the forms. Give students 2 minutes. Do you need to submit the form? (yes) How much time do you have? (2 minutes) The task: 1. A lot of ___ cars didn't meet quality standards 2. The ___ damage from the oil spill took at least two years to repair 3. Job insecurity is increasing across most of Western Europe, Canada and other parts of the ___ world 4. Competition, free enterprise, and profit are the values of the ___ system 5. ___ regions are facing more challenges during the pandemic than Western countries 6. Drinking ___ water can seriously affect human health 7. It was a highly ___ year for our business Answers: 1. Manufactured 2. Environmental 3. Developed 4. Capitalist 5. Developing 6. Polluted 7. Productive Ask them to write the answers in the chat box. Screen share G-Form with the most popular answers. OCFB

Free Practice (8-9 minutes) • To provide students with free practice of the target language

Send Ss a G-Slide link and ask them to look at the questions. Give 1 min to prepare the answers. Send Ss in BORs and give 5 minutes to discuss the questions with the group/in pairs. Questions: 1. What are the advantages and disadvantages of international business and trade? Give reasons. 2. Tell us how things have changed in your country in the last 5-10 years Use these ideas or your own: - Business and trade - Economy - Production - Pollution - Tourism Ss discuss and decide if they agree. Encourage them to discuss any sentences or ideas they find interesting. Nominate Ss from each pair/group to share 1-2 interesting things that they discussed. OCFB. Delayed Error Correction

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