alex cassidy alex cassidy

Vocabulary and Speaking
Upper Intermediate level

Description

In this lesson, students will learn new vocabulary in the context of expressing emotions. The lesson begins with images to elicit known vocabulary regarding emotions, with the hope of eliciting synonyms of new vocabulary ex. elicit fear or scare/ clarify terrify. We will then move onto a matching exercise to ensure that Ss understand the meanings of the new words. Then we will do a fill in the blanks activity to check for concept understanding, then a listening activity followed by PW discussing whether Ss agree or disagree with the sentences. We will then move onto exercise c and discuss exceptions to the rule. Lastly, Ss will work in groups of three and use new vocabulary in the context of their personal experiences.

Materials

Abc matching hand-out
Abc pg. 49
Abc PPT
Abc Youtube clip

Main Aims

  • The main aim of this lesson is to introduce new vocabulary in the context of expressing emotions.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of talking about expressing emotions.

Procedure

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

We will begin the class with a slide showing people passed-out at their desks. It's a shocking image that will garner the students attention, and I will elicit the word tired and then teach a one of the new vocabulary words exhaust/ed/ing, and then Ss will work in PW and discuss a time in their lives they felt exhausted.

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

I immediately will take Ss step by step through "confuse"'s verb and two adjective forms. I will highlight when we use the ed form as opposed to when we use the ing ending, and what both meanings mean. Then Ss will work in PW and discuss the differences between two sentences ("My friend is bored.", "My friend is boring."). I will monitor and make sure Ss understand the difference between ed and ing during highlighting.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Upon knowing that all Ss understand the from of all the new vocabulary, I will then move on to teaching all of the new words (ten in total) in all of their forms. I will continue to present the vocabulary through slides and elicit the forms of each words from Ss as we work together WC and learn all the new words through a combination of PPT and one short clip off of youtube.

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

Ss will then do a matching exercise whose aim is to ensure that all Ss understand the meaning of the vocabulary. They will work as individuals, and then in PW, and then we will check WCFB.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

After Ss understand the meanings of all the new vocabulary, they will then move onto the exercise in the book that gives them practice form the verbs into adjectives, or simply using the verb as is. Ss will work alone, check in PW, and then we will check WCFB. After all Ss have the correct form, we will then move onto a small group discussion and decide if the statements are true for us or not.

Semi-Controlled Practice 2 (4-6 minutes) • To concept check further and prepare students for free practice

Once we have mastered the TL vocabulary, we will then do a short exercise (ex. c pg. 49) where we will discuss some exceptions to the rules we just learned. ex. impress --> impressive

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

Ss will now move on to working in groups and using TL to discuss life experiences where they have felt emotions that we discussed in today's lesson. Ss will make their own sentences using TL and will monitor and listen for errors to correct during WCFB.

Web site designed by: Nikue