To teach some of the vocabulary students might find difficult in adjective building
Upper Intermediate level
To introduce students to, and give them practice using, vocabulary related to marriage.
Procedure (40-49 minutes)
Teacher greets the sts in English and when they greet back he asks how they say it in Turkish. After explaining to him, the teacher asks why the words are long. The sts volunteer to explain that there are extra parts added to the original words. He allows them to explain to him. The teacher stops and announces the theme of the lesson for the day, 'Extra parts in the words in the English language'.
Teacher puts on the board three examples with adjectives and a noun that include prefixes. 1. He is disorganized at work. 2. This is unimportant to me. 3. He misunderstood my question. Elicitation: Teacher invites sts to the board to identify the TWO sentences that have adjectives. Teacher asks 'Why did we leave the last one behind?' He guides the answer towards instructing them that it does not have an adjective, and announces they are dealing with adjectives mainly for the lesson.
Sts highlight the extra parts 'Affixes' used in the two examples identified from the board, which are 'un-, dis-, mis-' GW: Teacher offers a bundle of card boxes which contain other prefixes as well such as 'ir-, il-, im-, in-, un-, dis-, -ful, -ous, -less, -ish' Now, teacher illustrates a few pictures that represent the meaning of the three sentences. Sts choose the corresponding card to the sentences on the board and post them. They get to choose from the bundle and get acquainted to the other prefixes in the mean time. Now, the sts are properly introduced to the prefixes with adjectives. Teacher reminds that the verb was left out not because it was wrong, but because the main aim of the lesson is to deal with adjectives that have prefixes.
CCQ: So, what does it mean to say 'It is important'. What does it mean to say 'It is unimportant' What made the difference in meaning? What do you call such parts that are added to the beginning of a word? They say, 'prefixes' or you can explain that if necessary. Also, teacher drills the pronunciation of the word 'prefix' and writes the phonemic transcription on the board. In a game: Parrot .. How many times can you repeat the word 'prefix' in one breath? They will repeat it many time.
Chest HO, split the class into two groups and put the adjective cards from Ex.1 on the board in the correct column with (well - ) and (- conscious). Elicitation: class discuss the new form of the adjectives and discover they are composed of two words, not one like the original. Teacher asks sts to read the words together while teacher points at them. Here, teacher illustrates the pronunciation of the words that the stress goes on the first syllable. Drills with a game: Parrot .. again! sts count...One wins! Teacher teaches the meaning of the new adjectives by asking them to match slips with meaning to the adjectives. Then they write sentences on the adjectives to confirm meaning. Then they mingle and read to each other. Teacher monitors and FB immediately.
Chest HO: Sts match prefixes in box A with adjectives from box B to make negative adjectives. Pre-teach vocabulary in box B. sts read the words in box B and with a partner try to guess the meaning of as many words as possible. Teacher posts on the board 8 pictures that correspond to the meaning of the words in box B. GW: Look at the pictures! Teacher invites sts to the board to match the card words to the pictures. FB-CW: confirm meaning! Teacher asks them to randomly select a prefix card and attach it to a random word. Post them on the board. Teacher models one random adjective and elicits meaning! Teacher guides the answers to 'negative' meaning of the word. NO CORRECTION YET! Chest: Teacher introduces the previous passage and asks the sts to look for the adjectives to discover the correct form of the prefix+adjective form. FB: Meaning & form confirmed.
JEOPARDY Teacher prepares definitions to the negative adjectives targeted in the three sets on cards. On the board: Teacher organizes a table with three headings: Set 1, Set 2, Set 3 The prefix cards are ready to be used by the sts to score a point. Teacher reads a word without the prefix. If the student knows, he steps forward and takes the prefix to attach it to the words under the three sets on the board. If it is correct, he scores a point and goes back.
Teacher instructs sts to split the work on Ex. 4, reading passage of prefix+adjective in context. GW 1: do the first four GW 2: do the second four. If time's up sts check after class.