Kim Phillips Kim Phillips

beginner level


Abc English Unlimited handout

Main Aims

  • To present vocabulary (adjectives) to describe things people do and places they go to and see in their free time.

Subsidiary Aims

  • To have students practice building sentences using adjectives and the past simple through a communicative group writing activity.


Lead in/ warm-up (5-7 minutes) • To briefly review grammar from previous day's lesson and set context for talking about books, films and restaurants using adjectives and the simple past.

T will begin by telling a very short story. "Last night I was very tired. I went home at 9:00 and went to bed early. Usually in the evening I read a book. Sometimes I like to watch TV." -T asks "What do I usually do in the evening?" (read a book, watch TV) "Did I read a book last night? (no) "Did I watch TV last night?" (no) "What did I do last night?" (went to bed early) -T then asks Ss what they did last night using same questions as above. -T then elicits free time activities from Ss (watch TV, watch a movie/film, go to a restaurant/cafe, etc...)

Vocabulary (4-7 minutes) • Students use pictures to talk about books, films and restaurants

-- T will show Ss a book. She will ask questions to elicit the questions "What is it called?" (Norwegian Wood) and "Who is it by?" (Haruki Murakami). Ss may not be familiar with these questions but T can at least set the context for their understanding them. -T gives Ss p. 58 of English Unlimited and tells them to look at picture 1a. To demonstrate the activity the teacher points to picture 1a and asks "What's it called?" and "Who's it by?" -The ensure that Ss understand that picture 1b is a film, the T again asks what it is, and what it's called. -Ss work in pairs asking and answering questions about the pictures.

Listening (7-10 minutes) • Listening for main idea to find out what people did and saw.

-T will ask Ss to listen to three short recordings and find out what the people did and saw. - After each of the three recording, the T will establish whether or not the Ss understood and see if they need to listen again. -T will give Ss a handout (see listening 1B) to have them find and check their answers. This activity will allow student to check their answers in pairs and will also provide an opportunity to have students change partners. - T will then ask Ss a few (but not all) of these questions to confirm they understand. recording A: Where did they go? (They went to the cinema.) What did they see? (They saw a film.) What is the film called? (It's called Streets of New York) recording B: What did he do? (He read a book). (T will practice pronunciation.) Who is it by? (It's by Paulo Coelho) recording C: Where did they go? (They went to a restaurant.) What is it called? (It's called The Burger House.)

Writing (5-7 minutes) • Students will do a group writing activity to practice making sentences using the vocabulary and structures they've learned

- to demonstrate writing activity, T will start out by writing on the board the time expression: Last night -T will then ask "What did I do last night?" and mime reading a book to elicit "Last night you read a book." -T will write "Last night I read a book" on the WB -T will then ask "Who is it by?" and hold up Murakami book to elicit "It's by Haruki Murakami." -T will write "Last night I read a book by Haruki Murakami" on the WB -T will hold up book again and ask "What's it called?" to elicit "It's called Norwegian Wood." -T will then write "Last night I read a book by Haruki Murakami called Norwegian Wood." -T will then arrange Ss into groups of 3 or 4 (depending on how many students are in class) -T will give each student a handout (see Writing 2b handout) and tell them to make a sentence together. -T will ask one student from each group to read their sentence to the class.

Presenting Vocabulary (5-7 minutes) • To present adjectives used to describe films, books and restaurants

- T will once again hold up the Murakami book and tell Ss she likes this book a lot in order to elicit "interesting". Teacher will use the word interesting to elicit it's antonym (boring). -T will then show another bigger book and a smaller book to elicit the words "long" and "short". -T will show a new book and an old book to elicit "expensive" and "cheap". -T will try to elicit other adjectives and their antonyms such as big/small, old/young, happy/sad, -T will ask the following CCQs to confirm understanding: "Is it a boring book?" (No. It's an interesting book.) "Is it a long book? (No. It's a short book.) "Is it a cheap book?" (No. it's an expensive book.) -T: (holding up Murakami book. "Is it a boring book?" (No. It's interesting) - T will then do some drilling with Ss to practice stress and pronunciation. -T will have Ss do the 1a vocabulary matching activity on p. 58. Ss will do it individually and afterwards check in pairs. -While Ss do activity teacher will write the vocabulary on the WB. -T will check answers by asking individual Ss to make sentences out loud. (It's an interesting book, It's a boring book etc..) -T will then direct Ss attention to the WB to review form and practice stress. a long/short an/a interesting/boring book a cheap/expensive

Reading (3-5 minutes) • To read sentences using adjectives to describe books, films, cafes and restaurants

-T will ask Ss to read sentences in 2a on p. 58 and decide if they are about books, films, cafes or restaurants. Ss check in pairs afterwards. -T then asks Ss to do 2B. -T draws table on WB and asks a student to write their answers in the table.

Speaking (5-7 minutes) • If time permits, students will do a controlled speaking activity to practice making sentences about places and things they know about.

- T will ask Ss to write sentences about things and places they know They can refer to the group writing activity for ideas.

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