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Appositive lesson prepare teaching with ppp

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.

Solution:Pronunciation drill.

Strategy 1:

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.

Presentation:

* 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.

Strategy 2:

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.

Strategy 3:

Interaction Patterns: T>S & S>S

Time: 20 minutes.

Purpose of Method: Students develop vocabulary on their own and advanced adjectives are reinforced.

Development:

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.

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Published: 12.11.19

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