New lesson plan: Vocabulary (adjectives)

ara deylan

Vocabulary (adjectives) - Beginners level

Vocabulary (adjectives)
Beginners level

Description

In this lesson, the students will learn some adjectives and use them to describe how they feel about books, films, and restaurants. They will also rank the adjectives from weakest to strongest.

Materials

Handout 1

handout 2

Handout 1

handout 2

Main Aims

To provide clarification and practice of adjectives in the context of film, books, and restaurants

Subsidiary Aims

To provide fluency and accuracy speaking practice in a conversation in the context of books, film, and restaurants

Procedure (33-45 minutes)

Lead in (3-5 minutes) • To generate interest in the topic of the lesson

-The teacher will provide the students with some pictures, which are about some opposite adjectives. -The teacher will then ask students to look at the pictures in pairs and discuss what they see in each picture. - The teacher will then ask a few of the groups to define what the pictures mean.

Building context (8-10 minutes) • to narrow the context to a more specific area and continue to generate interest while establishing a clear and specific context for the language to arise out of

The teacher will put 8 pictures on the WB. The teacher will also provide the answers in mixed order. The teacher will ask students to work in pairs and match the correct answer with the picture. The teacher will give the students a few minutes to find the correct answers. The teacher will then have the students change partners and compare answers. The teacher will then provide the answers as a whole class activity.

Presentation (13-17 minutes) • To clarify meaning, pronunciation, and form

-The teacher will use those eight phrases and pictures to clarify the meaning of the adjectives -The teacher will try to make sure the students understand the meaning by using gestures. The teacher will work on the pronunciation of the adjectives by providing some drilling activities to the students -The teacher will focus on the stress by asking the students to repeat as a whole class activity and then by repeating as a group. - The teacher will try to draw a small timeline to rank the adjectives from the weakest to the strongest. - After that, the teacher will provide the students with a handout with some adjectives and the students need to rank them. - The students will rank the adjectives individually first. - The teacher will ask the students to check their answers in pairs. - The teacher will write the answers on the WB and ask students to check their answers. - The teacher will work on the pronunciation as well. First as a whole class activity, then by asking some random students - The teacher will draw some pictures on the WB to clarify the meaning of "quite" - The teacher will provide the students with some model sentences. " It's quite short." " It's quite expensive." - The teacher will practice the pronunciation of "quite" as a whole class activity.

practice (4-6 minutes) • To provide controlled written practice focused on using the language accurately

- The teacher will give the students a handout which contains four sentences and the students need to match the sentences with " a book or a film", "a cafe", or " a restaurant" - The students will match individually. - The teacher will ask the students to check their answers in pairs. - The teacher write the answers on the WB.

production (5-7 minutes) • to provide freer oral/written practice and focused on the using the target language more fluently

- The teacher will ask the students "what do you think of çırağan sarayı restaurant" - The students will come up with some sentences: For example, -Its quite expensive -It's quite big. - etc. - The teacher will ask the students to think of a restaurant and write three adjectives for it. - The teacher will ask the students to tell their partners what they write about the restaurant. - The teacher will ask students to change partners and repeat this activity again.