It is important that advanced students’ terminology continuously moves along. This teaching plan clarifies how to train new adjectives.
Date: 14 July 2013
Course Level: Level 7 ” Advanced Learners
Length of Lessons: 1 hour 5 mins
Lesson Type & Subject: Vocabulary: adjectives.
Materials Needed: Pictures of weather, realia (abnormally large fruit/object, flower) and worksheet.
Lesson Aim: Students learn about new adjectives and incorporate all of them. Descriptions of verbs will be verbal and non-verbal (writing).
Assumptions: Pupils have an excellent understanding of adjectives and how to order them in a sentence in your essay.
But students repetitively describe nouns with the same adjectives (describing something as “amazing or “beautiful frequently, without being aware of other adjectives like spectacular and gorgeous).
Anticipated Problems & Solutions:
Problem:Committing new adjectives to memory.
Solution:Adjective drill ” incorporating different nouns to describe.
Problem:Students are struggling with sentence structure.
Solution:Explain where the adjective is placed in a sentence. Give examples; SS repeat.
Problem:Pronunciation of words.
Interaction Patterns: T>S & S>T
Timing: 20 minutes.
Purpose of Procedure: To interest students; pre-teach new adjectives. Connect adjectives with nouns. Describe pictures and objects for a clearer meaning. Practice new vocabulary with guidance of the teacher.
* Introduce the topic in an interesting fashion and illustrate how students can apply it in their lives. Advanced adjectives that can be discussed: “stunning, “gorgeous, “spectacular, “huge and “immense. * Hand out objects like flowers, an abnormally large fruit etc. * Cover the new adjectives, compare them with similar adjectives that they already know. * Teach necessary grammar and structures required to describe nouns. “The adjective is said before the noun. * Elicit the names of the objects and model the use of adjectives, describing these objects. “This is a large apple. “This is a gorgeous flower. Students repeat and agree or disagree. * Introduce pictures of other objects like the weather. Elicit what the picture is depicting e.g. “sunset or “rainstorm. Model some basic sentences using the new adjectives, so that the meaning is clear. “What a stunning sunset! “It is a spectacular rainbow. “The immense cloud is covering the sky. Ss repeat.
Interaction Patterns: T>S & S>T & S>S
Timing: 25 minutes.
Purpose of Procedure: Confirm new vocabulary through practice; identify written vocabulary.
* In pairs, SS complete a fill-in-the-blanks (with options) exercise. The exercise is a conversation, with blank spaces that students need to fill in, requiring the language that was learnt in class. They will have a list of adjectives that they can use. E.g. “She has a _______ smile.. * Students compare answers by answering them out loud: “The first answer is stunning. * Game: Two teams are created. Each team is given a noun, and each team gets five minutes to write a list of sentences with adjectives describing that noun. The lists are compared when the time is up. The team with the most adjectives wins.
Interaction Patterns: T>S & S>S
Time: 20 minutes.
Purpose of Method: Students develop vocabulary on their own and advanced adjectives are reinforced.
1 . College students see photographs of well-known sights ” the Silk pyramids, the Louvre, the Eiffel Structure etc . Generate where these types of sights are found and why they were created ” instructor assists students if they may have never seen or heard of a site just before.
2 . Pupils choose their favourite sites. They soon enough discuss so why they like that particular site, using advanced adjectives to explain what they seem like.