PELİN TAŞLICA PELİN TAŞLICA

Adjectives Vocabulary Lesson
Upper-intermediate level

Description

In this lesson, students learn adjectives about mind through a reading text about men and women. The lesson starts with a reading about men and women. The students start a discussion about differences in gender. It will be followed by activities about reading which is about the differences and matching activity on language. Finally, there will be a semi-controlled and free practice of the target language.

Materials

Abc Reading text
Abc Powerpoint presentation
Abc Gap fill handout
Abc Post its for sentence.

Main Aims

  • To provide clarification, practice and review of qualities of mind in the context of gender differences on the brain.

Subsidiary Aims

  • To provide gist and scan in the context of gender differences.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students in the topic of gender differences.

T starts the lesson by asking some questions about the pictures and wants them to talk about men and women in general. What do you see in these two pictures? Do you believe that men and women are naturally better at certain things? Which gender tends to be better at these? T wants Ss to work in pairs and discuss in 2 minutes.

Exposure (8-12 minutes) • To provide context for the target language through a text about the differences in men and women brains.

T asks their opinion about 4 points. T wants them to discuss it in 2 minutes. T says that 'you are going to read about the differences between men and women's brains in 4 minutes.' T then asks them to decide which statements are true. She also wants to see a justification. What are you write something? (No) How many minutes do you have? (4) Why do you think like that? T says 'explain the difference between the following sentences' T gives an another exercise to talk freely to share their ideas. Again they are going to work in pairs in 2 minutes. ICQ's: What are you going to write something? (No) How many minutes do you have? (Minutes)

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

T uses a sentence to link the topic with target language via eliciting. In prehistoric times, women needed verbal and emotional skills to control and educate babies. It says that 'Women are emotional ' do you agree with that? What is it? Is it a noun or an adjective? Do you know any adjectives about emotions and mind? Discuss in 2 minutes. Can you write 3 words?

Clarification (6-7 minutes) • To clarify the meaning, form and pronunciation of the target language

After brainstorming, T writes the sentences and tries to elicit the answers with using synonyms and giving an example sentences. After getting the correct answers, the teacher makes the do some drills. T now shows stress and ask for the part of speech.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

T gives them a gap fill exercise to control if they understand or not. Students have 3 minutes to finish and they check their answers in pairs in 2 minutes. T then shows the answers on the board.

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

T times students will be less controlled with an activity about adjectives 3 minutes. There are some sample sentences and t asks them do they agree or not? Ss work in pairs and they share their answers with the whole class. What are you going to do? ( Discuss) ICQ: How many minutes do you have ? 3 minutes.

Free Practice (8-9 minutes) • To provide students with free practice of the target language

As a freer activity, t asks them to write 5 sentences of their own with the word that they have learnt before. They do it individually in 5 minutes: ICQ's: Are you working alone? (Yes) How many minutes do you have? (5 minutes) Then t asks them to share their answers in 2 minutes.

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