Main Course 2-2 / SMOOTH N STICKY / Day 2 of 3
GENERAL AIMS
- To review vocabulary from last class concerning dimensions of size & shape
- To build on the vocabulary using some of the principles of word-formation (modifying existing words to change from noun to adjective, for example)
- To introduce vocabulary used when making descriptions referring to the 5 senses
STEP SUMMARY
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A |
Review vocabulary |
Quiz the students on last class |
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B |
Intro to 5 senses |
Intro the theme & worksheet HO2 |
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C |
See |
Elicit & provide visual vocabulary |
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D |
Other 4 senses |
Elicit & provide respective vocabulary |
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E |
Practice |
2 ways to go over the vocabulary |
RECOMMENDED LEVELS
Intermediate up
ACTIVITY TIME
30 minutes
MATERIALS
- Board, screen or flip chart
- Handouts for class:
HO1 Size & Shape vocabulary
HO2 5 Senses vocabulary
SPECIAL NOTES
– Note 1
Quickpage
Class Plan
PART A: REVIEW VOCABULARY
| A | STEP 1 | ORAL REVIEW QUIZ ON SIZE & SHAPE SMOOTH n STICKY | |
| a) | Ask one student what the noun form of ‘this’ is, ‘this’ being a rectangle you trace in the air before you. | ||
| b) | Ask another student what the adjective form is. | ||
| c) | Ask a third student to spell it. | ||
| d) | Indicate something high and elicit ‘tall’ from a different student as well as its synonym (high). | ||
| e) | Ask somebody else their opposites. | ||
| A | STEP 2 | PAIRWORK PRACTICE TEACHER/STUDENT SMOOTH n STICKY | |
| a) | Place students into pairs and have the student taking the role of the teacher ask his or her student 5 or 6 similar questions before they change their roles. (The ‘teacher’ can refer to the handout from last class (HO1), but the ‘student’ cannot.) | ||
| b) | Monitor and address anything that you feel needs attention, such as the word stress differences between noun and adjective forms (ex: triangle vs triangular). | ||
PART B: INTRODUCE THE HANDOUT ON THE 5 SENSES
| B | STEP 1 | INTRODUCE THE THEME 5 SENSES HANDOUT SMOOTH n STICKY | |
| a) | Elicit and write on the board the verbs for the 5 senses: see, hear, feel, smell, taste | ||
| b) | Elicit and write on the board the noun forms:
to see = the sense of sight hear = hearing feel = touch smell = smell to taste = the sense of taste Provide an example in a sentence to give the forms some context: He can’t see because of an injury in a car accident. He has lost his (sense of) sight. She can’t hear anything. She has no sense of hearing. He can’t feel a thing. He doesn’t have the sense of touch. My friend isn’t able to smell things. She’s without a sense of smell. It’s not physically possible for them to taste anything. They have no sense of taste. |
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| c) | Ask which of the 5 senses has the most vocabulary associated with it. (Answer: see) | ||
| B | STEP 2 | INTRODUCE THE HANDOUT 5 SENSES HANDOUT SMOOTH n STICKY | |
| a) | Give the students HO2 (handout #2). (I recommend having the same handout on both sides of the paper.) | ||
| b) | Explain it’s double-sided because it’s for studying (one side will later have the answers, the other won’t). | ||
| c) | Have the students complete the titles of the 5 sections to orientate them to the handout and coming tasks.
Example: The Sense of Sight |
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PART C: SEE
| C | STEP 1 | INTRO TO SECTION SEE SMOOTH n STICKY | |
| a) | Elicit and write on the board the verb which goes with adjectives. (look(s) beautiful / nervous / strong / old)
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| b) | Point out that adjectives typically follow the verb BE (I am hungry. They are intelligent.)
but for other verbs an adverb is needed, not an adjective. (She drives carefully. He plays chess badly.) Verbs associated with the 5 senses (for example: look) also take an adjective form. (This place looks beautiful. Not: This place looks beautifully.) |
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| c) | Elicit and write the verb which goes with nouns. (look(s) like Madonna / a brain surgeon / …) | ||
| C | STEP 2 | COLOURS SEE SMOOTH n STICKY | |
| a) | Give the students a minute to fill in what they remember.
(red, orange, yellow, green, blue, purple, brown, grey or gray, pink, black, white) |
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| b) | Elicit what they have and provide the rest as well as :
Also: light; dark |
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| C | STEP 3 | SIZE SEE SMOOTH n STICKY | |
| a) | Elicit the answers for height. HEIGHT (HIGH; LOW) or (TALL; LOW) | ||
| b) | Have the students complete the rest of the section on size on their own. | ||
| c) | Go over the answers. | ||
| C | STEP 4 | SHAPE SEE SMOOTH n STICKY | |
| a) | Have the students complete this section on their own. | ||
| b) | Go over the answers. | ||
| C | STEP 5 | OTHER SEE SMOOTH n STICKY | |
| a) | Elicit and go over the vocabulary presented in this section. (Some ideas are presented in SPECIAL NOTES) | ||
| b) | Point out that most words in the subjective section for SEE would be equally applicable for the other senses. | ||
PART D: THE OTHER SENSES
| D | STEP 1 | COMPLETE THE SECTION HEAR SMOOTH n STICKY | |
| a) | Elicit & have the students write the verbs that go with adjectives —sound(s)– and with nouns —sound(s) like–. | ||
| b) | Point out that there are some differences between these two forms other than grammar (adding ‘like’ to the verb to be followed by a certain type of word).
—sound + adj is usually used to convey some kind of description or evaluation which is often a person’s opinion about it —sound + like + noun means that the subject of the sentence is similar to (bears some resemblance to) the object of the verb. Mary’s music sounds like Robert’s. = There are some characteristics about Mary’s music that are recognizable and very similar to Robert’s music. |
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| c) | Go over the meaning and pronunciation of the vocabulary in this section, eliciting as much as you can. | ||
| D | STEP 2 | COMPLETE THE SECTION FEEL SMOOTH n STICKY | |
| a) | Elicit & have the students write the verbs that go with adjectives — feel(s)– and with nouns —feel(s) like–. | ||
| b) | feel + adjective
Ask the students why they would choose the feel + adj structure. Possible answer: to express how they might feel about something (it feels good) or to describe some quality about it (it feels smooth) This is the same for all the 5 senses verbs: It looks/sounds/feels/smells/tastes great. |
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| c) | feel like + noun
Point out that if an object feels like something, there are two possible meanings, depending on the context. 1) It could be the same thing Ex: You don’t know what the material is, and you say it feels like iron. (Later you find out it is iron. When you said it felt like it beforehand, you weren’t sure but thought it might be.) or 2) You know it isn’t the same as another reference, just that it’s similar in one or more ways. Ex: You take a grain of sugar from a bag of sugar and you say that it feels like salt, although the taste is completely different. In this case you know the principle reference of the previous sentence (a grain of sugar) is clearly not the same as the second reference (the object you are comparing sugar with: salt), but you want to mention how it is similar to that reference, particularly in its sense of touch or how it feels. You can also point out that the other verbs of the 5 senses work in a similar way. Ex: “It sounds like David Bowie.” This could mean 1) You’re not sure whose music it is, but it could be something David Bowie did, or, 2) You know it’s not David Bowie, but there are some similarities that make you think of his work. |
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| d) | Go over the meaning and pronunciation of the vocabulary in this section, eliciting as much as you can. | ||
| D | STEP 3 | COMPLETE THE SECTION SMELL SMOOTH n STICKY | |
| a) | Elicit and have the students write the verbs that go with adjectives —smell(s)— and with nouns —smell(s) like–. | ||
| b) | Go over the meaning and pronunciation of the vocabulary in this section, eliciting as much as you can. | ||
| D | STEP 4 | COMPLETE THE SECTION TASTE SMOOTH n STICKY | |
| a) | Elicit and have the students write the verbs that go with adjectives —taste(s)— and with nouns —taste(s) like–. | ||
| b) | Go over the meaning and pronunciation of the vocabulary in this section, eliciting as much as you can. | ||
| D | STEP 5 | EXTRA VOCABULARY SMOOTH n STICKY | |
| a) | Inform the students that there is some assorted vocabulary at the bottom of the handout which could be useful when they will be asked to describe different objects in the next class. Go over any of the meanings that they aren’t familiar with. | ||
PART E: PRACTICE
| E | OPTION 1 | TEACHER / STUDENT QUIZ EACH OTHER SMOOTH n STICKY | |
| a) | Give the students 2 or 3 minutes to study HO2. (While they are studying, you may want to write some questions on the board as shown in step d.) | ||
| b) | Put the students into groups of 2 or 3. | ||
| c) | Tell them that one will take on the role of ‘teacher’ and quiz the ‘student(s)’. | ||
| d) | Model a few examples of how the ‘teacher’ could go about it. (If you think it helpful, you could write the questions on the board while they are studying the handout in step a).
Ex: What’s another way to say it looks like a shoe? (elicit: shoe-shaped) Ex: What’s the opposite of rough or coarse? (smooth) Ex: What’s the noun form of deep? (depth) Ex: How do you say something approximates the colour green but it isn’t exactly, at least not completely? (greenish or sort of / kind of green) Ex: What’s another way to say “It really smells bad”? (It stinks.) Ex: How do you spell star-shaped? (s-t-a-r-hyphen or dash-s-h-a-p-e-d) Ex: What does bumpy mean? (something that has a number of ‘bumps’ on it, |
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| e) | Have the ‘teacher’ in each group quiz their students while you monitor and provide help. (The teachers can refer to HO2, but the students can’t.) | ||
| f) | After a few minutes give some feedback to the class (pronunciation, spelling, etc.) | ||
| E | OPTION 2 | GUESS OBJECT GIVE CLUES SMOOTH n STICKY | |
| a) | Give the students 2 or 3 minutes to study HO2. (You may want to take advantage of this time to write some future examples they can refer to on the board – see step f.) | ||
| b) | Place the students into small groups of 3 or 4 people. | ||
| c) | One student chooses an object s/he has in their bag OR thinks of a common object that people easily know. | ||
| d) | That student describes the object in one or two sentences, using the vocabulary from HO2.
(ex: It’s hard and smooth) The other people in the group try to guess what it is. (one guess each) |
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| e) | If no-one guesses it on the first try, that student continues with another clue.
(ex: It is cylindrical and often bluish.) |
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| f) | If after 2 or 3 clues the object can’t be guessed using the vocabulary from HO2, the student can resort to providing clues that are not in the handout.
To provide some direction, you could write on the board a suggested approach to guessing the object while the students are studying in step a. For example: clue 1: (size & shape) It’s long and cylindrical. clue 2: (something from another section) It’s hard & smooth. It’s bluish. It looks kind of like a missile. clue 3: (composition) It’s made of plastic. clue 4: (where you can find it) You can (probably) find it on your desk. clue 5: (function) It’s used for writing. |
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| g) | If after 5 clues & rounds of guesses the object cannot be guessed, then the answer can be divulged. | ||
| h) | Once the object has been guessed (or disclosed), all the students collaborate in finding any other vocabulary associated with the 5 senses which could be used to describe it. | ||
| i) | Then a different student chooses or thinks of a new object and the above procedure is repeated. | ||
| E | HOMEWORK | PREPARATION FOR NEXT CLASS SMOOTH n STICKY | |
| a) | Tell the students to study HO2. They will need the vocabulary for the surprise they will have in the next class. | ||
| b) | Tell them that the surprise will work much better if they know the vocabulary and they won’t be allowed to refer to their handouts. (I prefer to warn the students that they won’t be able to use their handout, but it’s your choice whether or not you permit them access to their handouts.) | ||
