English Lesson Planner | Entertainment adjectives

Aeva

Entertainment adjectives - Lexis - Upper-intermediate level

Entertainment adjectives - Lexis
Upper-intermediate level

Description

In this lesson, students learn 14 adjectives in the context of film reviews. They will begin by talking about a film that they have recently seen, and whether it was good or bad. They will then be exposed to the target language by listening to a short conversation between friends and completing a short listening for gist exercise - answers will be shared in OCFB. Then, the adjectives they heard will be highlighted and they will be introduced to more adjectives to describe positive feelings. In the main part of the lesson the target language will be clarified in detail, covering meaning, form and pronunciation. Individually they will complete a multiple choice gap fill exercise for controlled practice, then check their answers in pairs and share in OCCFB. Finally, in pairs they will be given free practice by asking/answering questions about films they have chosen and sharing in OCFB.

Materials

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Canva presentation

Controlled practice of TL

Canva presentation

Controlled practice of TL

Main Aims

To introduce and practise entertainment adjectives; far-fetched, believable, moving, sentimental, overrated, underrated, outstanding, predictable, gripping, memorable, realistic, scary, weird and hilarious, in the context of film reviews.

Subsidiary Aims

To provide Ss with conversational practice describing films they have seen using the target language.

Procedure (36-47 minutes)

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

I will start by showing students photos of several famous films and asking what they have watched recently, and whether it was a good or bad film.

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

I will play students an audio of a conversation between friends talking about a musical they recently saw and did not enjoy. I will follow up with two gist questions and conduct OCFB before showing students the correct answers on screen.

Highlighting (2-3 minutes) • To draw students' attention to the target language

I will show Ss specific words from the audio and explain that they are all negative adjectives. I will then show them the positive adjectives from the selected target language.

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

I will show them each adjective I am going to explain in detail and cover the meaning, form and pronunciation one by one (i.e., gripping, far-fetched, moving and underrated). Meaning - I will clarify the meaning and give examples in context. I will check Ss have understood meaning by asking CCQs. Form - I will explain they are adjectives (used to describe nouns) and give common collocations. I will explain when we do NOT use it. I will drill pronunciation chorally and explain any possible problems (e.g. -ed endings, syllable stress). I will then explain/clarify the other adjectives, which they are likely to already be familiar with, in less detail. I will ask CCQs to ascertain understanding and give more thorough clarification if needed. Time allowing, I will ask Ss to come up with some examples of their own.

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

I will show students nine multiple choice gap-fill questions and give them 30 seconds to read them. Then I will do the first one with them. I will ask if they have any questions about the task. Then I will send them the questions on a Google form. I will give them four minutes to complete individually. Then I will put them into BORs and give them three minutes to check their answers in pairs. I will then conduct OCFB and show Ss correct answers (approx. two minutes).

Free Practice (8-10 minutes) • To provide students with free practice of the target language

I will give Ss the following instructions: Choose three adjectives from the box above. Think of one film, play, TV drama or book for each adjective. Don't tell your partner the adjectives, but do tell them the films/shows/books you have chosen. In pairs, take turns to ask your partner why he/she chose the ones they did. I will then put them into BORs for six minutes to practise the TL in pairs and then conduct OCFB.