English Lesson Planner | Junk food - Modifiers (adverbs of degree)

mahmoudezzat

Junk food - Modifiers (adverbs of degree) - Pre-Intermediate level

Junk food - Modifiers (adverbs of degree)
Pre-Intermediate level

Description

In this lesson, students will use the adverbs of degree(modifiers) to vary the strength of the adjective. They will practice the meaning, form and pronunciation of the modifiers. They will also practice speaking task about the 'theme' restaurant like the Hard Rock cafe.

Materials

activity 2

Ho 2

Appendix of adjectives 1

Appendix of adjectives 2

activity 2 listening

HO 1

activity 3

Appendix of adjectives 3

activity 2

Ho 2

Appendix of adjectives 1

Appendix of adjectives 2

activity 2 listening

HO 1

activity 3

Appendix of adjectives 3

Main Aims

To provide use the adverbs of degree to change the strength of the adjective

Subsidiary Aims

To provide speaking task about the 'theme' restaurant

Procedure (32-45 minutes)

Lead-In (2-4 minutes) • To generate interest in the theme of the lesson

- T shows a group of pictures to elicit the adjectives that express these pictures - CCQs: 1. What does this picture mean? 2. Is he sad or happy? happy 3. Is it expensive? yes - T gradually shows some pictures to elicit some of modifiers

First Test (diagnostic) (3-5 minutes) • To test learners' current knowledge of and the ability to use the language and identify what the issues are

- T divides the class into two groups - T gives a picture containing four degrees of one adjective (expensive for group A - angry for group B) - T asks each group to write how can they describe that adjective in different ways in 2 minutes ICQs: 1. Will you write verb or noun? no adjective 2. How many degrees or different ways? four 3. How much time? two - T asks one student of each group to act out the degrees of the adjective to the other group to elicit the degrees of the adjective ICQs: 1. Will you talk? no silently 2. Will you use your body language? yes 3. What will you describe? the adjective in the picture

Teach (clarifying) (6-7 minutes) • To clarify meaning so that learners can understand the target language

- T gives the Ss HO 1 to check the meaning of the adverbs of degree. - T asks the Ss to answer and choose the correct answer. - T makes a demo (if it seems difficult) ICQs: 1. Will you choose only? no answer and write 2. How many questions? nine 3. How much time? four minutes - Ss check in PW - T gives FB on the WB

Teach (clarifying) (4-6 minutes) • To clarify the form and pronunciation so that learners can construct and say the target language

- T gives the Ss HO 2 to check the form of the adverbs of degree. - T asks the Ss to complete and choose the correct answer. - T makes a demo (if it seems difficult) ICQs: 1. Will you choose only? no complete and write 2. How many questions? five 3. How much time? three minutes - Ss check in PW - T gives FB on the WB

Second Test (8-10 minutes) • To provide controlled written practice focused on using the language accurately

- T asks Ss to answer the activity 2 on page.57 to put the modifiers in the correct place ICQs: 1. Will you write the whole sentence? no, put in the correct place 2. How many questions? six 3. How much time? Two minutes - Ss check in pairs. - T gives feedback with the whole class. - T divides the group into 2 groups for board race game - T chests the activity 3 to make five sentences using modifiers and adjectives ICQs: 1. Will you read? no, write 2. How many sentences? five 3. How many sentences for each one? one sentence - Ss check the other group and T give feedback to see the winner

Lead-In for speaking task (3-5 minutes) • To generate interest in the theme of the lesson

- T shows a picture for the Hard Rock Cafe. - T asks Ss "What does it mean?" - T asks Ss to discuss in PW for 2 minutes about the theme ICQs: 1. Will you write? No, talk 2. How much time? Two - T gives feedback and discuss about the meaning of the theme clarifying: the 'theme' restaurant is one where the decoration, menu, staff uniform are connected with a particular topic like rock, island and roll

Speaking / writing task (6-8 minutes) • To practice their oral/written fluency

- T asks Ss to walk around and ask two or three students about how they will plan their own 'theme' restaurant using the questions to help them in activity 2 and write the answers ICQs: 1. Will you ask only? no, ask and write the answer 2. How many students will you ask? two or three 3. How much time 6 minutes - T monitors and write error corrections. - T asks one of students about what he wrote