Donna Hassett Donna Hassett

Emotions and stresses
Intermediate level

Description

In this lesson students will pratice and improve their vocabulary using adjectives ending in -ed /-ing. They will practice through the use of different games, speaking activities and controlled practices. At the end of the lesson the students will have a freer pratice activity using a dice game and, depending on time, a role-play activity

Materials

Abc Picture of couple fighting
Abc Handout ex. 2 (b)
Abc PPT -ED /- ING adj.
Abc Adjective word pages for PPT
Abc angry picture
Abc adjectives and meanings paper slips
Abc Answer key to matching activity
Abc Cards with adjectives (grouping)
Abc Dice
Abc Handout ex. 2 (a)
Abc Handout Ex. 2 (c)
Abc A/K slips for ex. 2(c)
Abc Instructions for dice game

Main Aims

  • To provide practice of -ed/ -ing adjectives to describe how one feels in different situations. At end SS should be able to comprehend the differences between adjectives -ed /- ing

Subsidiary Aims

  • Speaking: To provide practice of the vocabulary learned in a game activity and through the use of pair work and question and answer seesions

Procedure

Stage 1 (lead in) (3-5 minutes) • Introducing vocabulary to SS with a range of different techniques

- Briefly introduce yourself and have SS guess where you are from and what you are doing in Turkey etc.. - Show SS a picture of a couple fighting and ask how they feel: angry, annoyed etc... - Write a question on the W/B "What makes you angry? What makes you relaxed? and have them discuss in their groups

Stage 2 (Vocabulary focus) (5-5 minutes) • For SS to practice the meaning of the new vocabulary

- SS will be split into pairs - Each pair will be given some slips of paper- one will contain the adjectives and the other will contain the meaning - The SS must correctly match each adjective with its meaning - When finished SS will be given the A/K and told to check in their same pairs - T will then drilll and SS will elicit the stress on their A/K pages

Stage 3 (Speaking Practice) (5-7 minutes) • For SS to understand the vocabulary and to be able to discuss in groups

- SS will be grouped into groups of 3-4 - this will be done with words stuck under each chair- SS will either be; annoyed, excited or relaxed and they must find their partner with the same adj. - T will show SS some questions from ex. 2 (a) and will demo with one SS by asking them Q 1 What makes you angry or annoyed? - S will answer and T will ask groups to continue on with the exercise - T will closely monitor groups to check for any mistakes and music will also be played in the background

Stage 4 ( Lexis focus) (8-10 minutes) • To help SS understand and practice the -ed/ - ing adjectives and understand when to use each

- SS are grouped into pairs - They will be given ex. 2 (b) and told to answer the questions - Whilst SS are completing ex. the T will write on the W/B - one side will be -ed and the other -ing - A timeline will also be drawn on W/B - SS will elicit the answers to the questions for 2 (b) and then ask SS to give an example using one of the words - SS will be given large papers with adjectives on them - SS will be shown a PPT with some pictures and they will pick up the words they feel correspond to the picture (this will be done in groups)

Stage 5 (Controlled Practice) (7-7 minutes) • For SS to practice the -ing /-ed adjectives in sentence structures

- SS will be told this is an individual task - They will be given ex. 2 (c) and given time to complete it - When finished SS will check in pairs - A/K will be posted around the room on slips of paper and SS will stand up and check to see if they got the correct answers.

Stage 6 (Freer practice) (10-10 minutes) • To give SS practice in using the language in a more fun environment and to practice fluency

- SS will be grouped into groups of 3-4 - Each group will be given bags filled with the different words learned throughout the lesson a dice - SS will be given HO which shows what each number on the dice corresponds to eg: If a S throws the dice and it lands on 2, it means they must act out the word - The SS must choose a word each time they have a go, but not show the word to anyone. When they roll the dice they have to do the action it says and the other SS must guess what the word is. - T will demo beforehand and ICQ's will be asked such as - 'Are we writing? Answer: No - ' Are we speaking? A: Yes - ' Are we alone or in a group? Group - Extra time: If SS finish this activity early the following activity will be done: - Role-play - give SS some different scenerios - one S will be 'A' and the other S will be 'B' - S 'A' must tell S 'B' the story and S B must guess how he/she feels. T will demo beforehand. - At the end of the lesson tell SS they have a 15 minute break

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