English Lesson Planner | Teaching Practice 6

KARIM

Teaching Practice 6 - ed/ing adjectives - Intermediate - Adults level

Teaching Practice 6 - ed/ing adjectives
Intermediate - Adults level

Description

In this lesson, students learn when to use -ed adjectives and when to use -ing adjectives through a text-based approach. The lesson starts with the students comparing their own opinions on different statements. This is followed by a listening exercise where students listen to 4 people giving their opinion. The students match the opinions to the statements in exercise 1. Students then read the audio script to find which adjectives each person used. Next, the students complete some controlled practice through a fill in the gap exercise. Finally, the freer practice put students working in groups to discuss how they would feel in different situations.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification, review and practice of ed/ing adjectives in the context of TV programs.

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of ed/ing adjective.

Procedure (46-46 minutes)

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

In the lead-in, students will start by giving their opinions of the text prompt in a group setting from question 1. pg. 61 of New Cutting Edge Student Book. 1. Great the students 2. Ask them what they think of the statements in the PowerPoint slide and discuss in breakout rooms if they agree or disagree for 3 minutes. ICQ: How much time do you have in the breakout rooms?

Pre-teach vocabulary (10-10 minutes) • To prepare students for unfamiliar words or phrases

Pre-teach lexical (fascinated, frustrated, and embarrassed) See language analysis lexis sheet.

Present text (listening) with a gist task. (8-8 minutes) • To orientate students to the overall content of the text

In this task, we will ask students to listen to four people give their opinion. While listening, students must match to the statements of question 1, pg, 61 of the New Cutting Edge Student Book. and identify whether they agree, disagree or partially agree with them. 1. Instruct students to listen to audio, and while they are listening, to match with the statements on the PowerPoint and see if they agree, disagree or partially agree with them. 2. ICQ. What are you going to do alone now?

Focus on language from text (M/P/F) (6-6 minutes) • To clarify the meaning, form, pronunciation of target language

Students will look at Analysis question on pg 62 of the New Cutting Edge Student Book. We will focus on explaining to the students that an adjective that ends in -ING is used to describe: the characteristic of a person, a thing or a situation. An adjective that ends in -ED is used to describe: a feeling (or how a person feels) or an emotion. It is used to describe a temporary thing.

Controlled practice of target language (10-10 minutes) • To provide students with practice at using target language in a controlled way with a focus on accuracy.

In this task, we ask the students to complete question #2 on pg.44 of the New Cutting Edge Workbook. This is a fill-in gap exercise. They will compare answers in breakout rooms. Then show answers. 1. Instruct students to complete the questions presented on the PowerPoint. Please raise your hand when finished. ICQ: What are you going to do when you finish? 2. Assign and place students in breakout rooms for 4 minutes to compare answers. ICQ: What are you doing in the breakout rooms together?

Freer practice of target language (4-4 minutes) • To provide students with practice at using target language in a freer way with a focus on meaningful communication.

In this task, we ask students to discuss in groups how they feel about the text shown from question #2. of the practice on pg. 61 on New Cutting Edge Student Book. 1. Instruct students to read the question prompts and discuss them in groups in the breakout rooms with emphasize on using ed/ing adjectives in their responses. 2. Inform them they have 3 min. ICQ: Hom many minutes do they have?

Content feedback (3-3 minutes) • To let the students, share in open class what they’ve been talking about.

1. Students will share in open dialogue what they learned about one another. 2. Class dismissed