Life with teenagers
Pre - intermediate level
To provide process and product writing practice of a comparison in the context of life with teenagers
To provide fluency speaking practice in comparison in the context of life with teenager
To provide some adjectives of personality, appearance and daily life
Procedure (45-5 minutes)
T writes on the WB personality. T starts mining some character adjectives (shy, aggressive, polite, organised, easy-going) to arouse the Ss' interest in the lesson and prepare them for the following stages.
T writes on the WB "appearance". Then T introduces two pictures (See the materials). Ss talk about the pictures - what are their names? where are they from? etc. In pairs, Ss guess about their appearance (Tall, short, attractive, handsome etc). T elicits the answers. T writes on the WB "daily life". T give the Ss some papers about daily life adjectives (tired, happy, excited, boring, enjoyable, interesting, funny, wonderful). Ss come to the WB and stick the adjective under the picture they choose. In pairs. T asks Ss "why do you think he/she is (happy)?!"
T hands the Ss (HO 1). t asks Ss to put the paper face down. T tells Ss to think about their life now and their lives when they were a teenager (if they are a teenager now, they think about their lives now and five years ago). Ss write two adjectives for their personality, appearance and daily life (at this stage they can look at their HO) for both stages (now and teenager). T reveals the sentences (See the HO 2) on the WB (they should be written before the lesson starts). T simplifies the meaning of the sentences (present and past) and highlights how to finish the sentence (than I was then.... when I was a teenager.... five years ago) and the form (much less.... as as.... a bit).
T gives the Ss (The HO 2). Ss will compare their livee now and when they were a teenager/five years ago writing three/five sentences (CCQs are needed here). Ss can use the same form that is provided in the HO 2. T monitors the Ss and gives help for the weak Ss. In pair, Ss will tell their partners the first sentence trying to give at least a reason for it.
Ss mingle and tell each other about the differences between now and then trying to give reasons if possible. T monitors and makes notes of good language and mistakes and then writes them on the WB.
Ss decide which sentences are correct / incorrect and try to correct wrong ones.