George Chigozie Michael George Chigozie Michael

Adjectives
Elementary A1 level

Description

In this lesson, the student will learn more about adjectives, comparative and superlative form of the adjectives, synonyms and antonyms of the adjectives. The teacher will use a test- teach- test approach for this lesson. The students will also have time for speaking activities.

Materials

Abc Hand out 2
Abc Hand out 4
Abc Hand out 1
Www.google images Pictures
Abc White board and black marker
Http.www.youtube Projector laptop and internet
Abc Hand out 3
Abc Hand out 5

Main Aims

  • To provide clarification and practice of Of comparative and superlative form of adjectives,the synonyms and antonyms of the adjectives in the context of Bikes as a means of transportation

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a Conversation in the context of means of transportation.

Procedure

Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

1. T will play short video about bikes as a means of transportation. 2. T will pair students for a quick discussion on the following. A. Is there a lot of traffic where you leave? B. When is the worst time to travel C. Do you prefer to travel around your town/ city by car, by public transport, by bike or on foot? Why? Students will discuss while T monitors. T will take note of expressions that will be used for delayed error correction.

Test #1 (5-8 minutes) • To gauge students' prior knowledge of the target language

T will hand out an activity to students will the instruction to circle three adjectives to complete the sentence Circling in the city is......... T will use the following questions to clarify if the instruction is clear.... 1. Are we going to circle 4 adjectives ( no). 2. Are we going to write new sentences ( No ) 3 Are we going to circle 3 three adjectives ( Yes ). Students will work alone and the cross check their answers. The T will monitor and then provide feedback and error correction where need be.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T will elicit form, meaning and pronunciation of the vocabulary. To do this T will use the language analyses outlay. T will do whole class drilling, group drill and individual drilling if need be.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

At this stage the students will do two activities to check their comprehension and ability to use the target language. Activity 1. Match the adjectives to its opposite. Activity 2. Fill in the Blank spaces with the right adjectives. For these two activities, students will work alone and then cross check with their mates. T will monitor and guide the students to follow the instruction. He will do this without being intrusive. T will provide feedback after cross checking if need be.

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

At this stage students will engage in a free speaking activity. The T will pair the students and give them the instruction to work in pairs and take turns. Student A. You like bikes, Students B you like cars. Talk about which is better and why. Students will discuss while T will monitor. T will take not of expressions for delayed error corrections T will nominate students to share how the discussion went and reasons why their partners preferred what the went for.

Delayed error correction (3-5 minutes) • To provide correction and also praise them for students for expression that were used in the course of the lesson.

T will write the expressions on the white board. He will ask the students to point that the ones that were correct and the ones that were wrong. He will praise them for the correct ones. And then elicits the correction for the wrong ones.

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