Alison Alison

vocabulary about attribute/material adjectives with listening and writing
Intermediate level


Listening and contolled and freer writing using the vocabulary about attribute/material adjectives


Main Aims

  • Vocabulary about the fabrics of clothes

Subsidiary Aims

  • Listening and writing skills


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

Pictures of the desert - brainstorm - where is this? what sort of place? weather? what's good about the desert? What's bad?

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Introduce Ss to Tony Nestor - show photo, his job is a 'desert survival expert' write on wb Do you know what this is? Elicit, and prompt, he goes to the desert and lives there for days/nights there. And he is an expert, the best at it, he knows a lot about it. Ask CCQ: Is it hard to live in the desert? But does he manage to live? Does he manage to survive? Is he good at this? Survival and expert In pairs - Ask Ss - What do they think he will take to the desert. Provide examples - hat, water prompt: what about if he meets animals? what will he eat? What's it like at night? Ss make a list of items. he may take. Tell Ss will listen to him and see how many they got right Ss swop their papers with someone else and listen to the recording - how many did they get correct? Play again if needed. fb What do they think? Are they surprised?

Highlighting (2-4 minutes) • To draw students' attention to the target language

On board write items - _________t-shirt and pants, __________jumper What sort of t-shirt or jumper did Tony mention? - Elicit 'a mix of materials' and 'wool' Play again if needed What does this tell us about his t-shirt and jumper, that these are the materials they are made from. Write 'mixed material t-shirt and pants, wool jumper'

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

What other materials or fabrics are our clothes made from? Elicit and use images for other materials - leather shoes, rubber boots, denim jeans, canvus trainers, and any others the Ss can suggest. Wrşte on wb Go back to the wool jumper and ask if they know how else we can say wool jumper - woollen jumper. Make sentences and drill chorally and individually. - I am wearing.... have you got a.....? What about things other than clothes, what other desriptive materials can we use. What about this building? brick building - skyscrapes - glass/steel. Show picture of an Istanbul wooden house and stone aya sofia - what about these houses, they're made of wood - a wooden house, stone building. I have a beautiful ring made of gold, prompt 'I have a golden ring' Add these to the wb and drill chorally and individually.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Email gap fill, this will get the Ss to use the target language and provide a model for freer practice. Show ho, tell Ss they will complete the gaps with types of materials, or re-arrange the sentences using the descriptive format. in pairs, then fb

Free Practice (14-16 minutes) • To provide students with free practice of the target language

Ask Ss, who do they think I'm writing to here? Is she my friend? My boss? Someone I know well? How do they know this? Get them to notice the language and informal conversation. Draw their attention to the construction with an intro about the weather, 2nd para about clothes, 3rd about things to do in Istanbul. Divide into 3 groups and tell them I want them to have a go at writing something similar to my email. Give each a tourist destination and tell they have a friend visiting from overseas and they have never been there before. Give some examples to start the Ss off if needed - stone houses, stone/cobbled streets, wooden houses, what is the weather there? Monitor - listen for good language and bad, help if needed. If time put on the wall and Ss can read each others FB

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