Main Course 2-1 / SMOOTH N STICKY / Day 1 of 3
- To learn the noun and adjective forms of the target vocabulary and their pronunciation
- To prepare the students to describe objects according to size and shape
Intro to vocabulary
Students learn size & shape vocabulary
In pairs students quiz each other
10 – 15 minutes
- Board, screen or flip chart
- Handouts for class:
HO1 vocabulary for size & shape>
– Note 1
– Note 2
PART A: INTRODUCTION TO VOCABULARY: SIZE & SHAPE
|A||STEP 1||SIZE LEARNING THE VOCABULARY SMOOTH n STICKY|
|a)||Give HO1 (Handout #1) to the students but tell them that they can’t write anything on it (yet) – they just participate and pay attention.|
|b)||Elicit the different categories (dimensions) for size in the top section of HO1 and write them on the board.
A = height B = width C = length D = depth
|c)||Say the noun forms and have the students repeat, paying careful attention to the pronunciation.|
|d)||Elicit the adjective forms for each category. Note that height has two subcategories.
ANSWERS: tall≠short high≠low wide≠narrow long≠short deep≠shallow GENERAL: big≠small
|e)||Have the students pronounce the adjective forms.|
|f)||Tell the students to fill out their handouts, without looking at the board if possible. (When they’re done, they can check their answers with those on the board.)|
|g)||Have the students turn over their handouts and for about half a minute they try to individually remember what they have just written while you erase the board.|
|A||STEP 2||SHAPE LEARNING THE VOCABULARY SMOOTH n STICKY|
|a)||Tell the students to look at their handouts again but now the SHAPE section in the bottom half.|
|b)||Start with the circle and elicit the noun and two adjective forms. As before, students don’t write anything but you do (write them out on the board).
ANSWER: circle: round circular
|c)||Continue until all 7 shapes are done (see answer key)|
|d)||Point out the different word stress for cylinder when using the noun form and the adjective form.
CY lin der and cy LIN dri cal
|e)||Elicit and emphasize the same pattern for triangle/triangular and rectangle/rectangular. Have the students pronounce the words with these considerations in mind.|
|f)||The students can now complete writing out the noun and adjective forms on their handouts without looking at the board if possible.|
|g)||Students check their answers.|
|h)||Have them turn their handouts over and silently repeat the vocabulary to themselves for about half a minute while you erase the board.|
PART B: SOME PRACTICE
|B||1 STEP||SOME PRACTICE TEACHER / STUDENT SMOOTH n STICKY|
|a)||Put the students into pairs and assign one person the role of ‘teacher’ and the other as ‘student’.|
|b)||Model a few examples so both have an idea of the expectations for them. For example:
You as the teacher could extend one hand out parallel with the floor and raise it while you elicit ‘height’ from the class.
Ask one student how it is spelled.
Then ask her/him what the adjective forms are. (tall vs short, high vs low)
Ask a different student for the next item. You could trace out a circle in the air or pretend you are measuring the length of your desk and elicit the noun & adjective forms. Insist on good pronunciation.
|c)||In pairs, the ‘teacher’ should ask her / his student(s) two items from the SIZE group and two more from SHAPE (both noun and adjective forms in each case). The ‘student’ will be asked to spell one or more of these words, depending on the ‘teacher’ & how much the ‘student’ needs the revision. Then the two people will change roles.|
|d)||Meanwhile you circulate, listen in on and note any difficulties students may be having, helping them if need be.|
|e)||After everyone has had at least one turn as teacher or you feel that enough time has been spent on the activity, tell them to stop, address any doubts or points you wish to bring up and have them study the handout for the next class when you’ll quiz them further.|