Инфоурок / Иностранные языки / Конспекты / Разработка урока '' Adjectives''

Разработка урока '' Adjectives''

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Lesson plan: Adjectives

6 class

Time required: 45 minutes

Teacher: Kutlumuratova Bakyt

The aim: To practice using adjectives that describe people and/or parts of the body and practice asking simple present tense questions.

1.I draw three columns on the board, with the headings shown in the chart. I ask students to come to the board and, in the second column, I write a list of parts of the body. I ask other students to correct any spelling mistakes. Then I ask students to copy the chart, which will look something like this:



Describing Parts of the Body

Parts of the Body

arms

legs

shoulders

back

hands

eyes

feet

ears


Describing the Person



I use this chart as a guideline; your students may suggest other parts of the body (fingers, toes, etc.).I make sure the whole class understands all the words before you continue.

2.I divide students into pairs or small groups. I tell them I am going to give them a list of adjectives; they must decide which column (or columns) to write each adjectives in. I demonstrate with big. I explain that big can go in the first column because people can have, for example, big hands and big ears .It can also go in the third column because a person can be physically big (He is a big man). I write the word big in the first column and in the third column. I explain that the word smart, meanwhile, would belong in the third column (She is a smart girl), but in would not fit in the first column because we would not normally use smart to describe a part of a person’s body. Write the word smart in the third column.



3.I write the following words on the board (but not in the chart): strong, weak, huge, fast, tall, long, short, small. I review the words to make sure all students know them. I tell groups to decide which column(s) each word belongs in. I give groups time to discuss where the words belong. Then, for each word, I have a student come to the board and write the word in the correct column(s). When each word has been written in the chart, I ask the class to suggest any changes they would like to make. If words are erased or moved, I explants why.



4.When the board is complete, I write the word has over the first two columns and the word is over the last column. The chart should look something like this:

has

is

Describing Parts of the Body

big

strong

weak

huge

long

short

small


Parts of the Body



arms

legs

shoulders

back

hands

eyes

feet

ears

Describing the Person



big

smart

strong

weak

huge

fast

tall

short

small

Note: Not every adjective in the first column can be used with every part of the body. For example, it would be meaningless to say that someone has “strong hair.” You should monitor students’ usage and provide guidance as needed.

5.I elicit the correct question forms for has and is. I write the following models on the board:

Does he/she have + [adjective] noun?

Example: Does she have strong arms?

Is he/she (adjective)?

Example: Is he tall?

If your students have previously practiced question forms with verbs, I write the following model on the board:

Does he/she (verb)?

Example: Does he play football?

6. I have students form small groups. I tell one student in each group to think of another student in the class. The other students in the group must ask Yes/No questions to guess the name of the student. They can take turns thinking of questions and asking them.

Here is an example:

A: “Does he have long legs?” B: “No, he doesn’t.”

A: “Is he fast?” B: “Yes, he is very fast?”

A: “Does he play soccer?” B: “Yes, he does.”

Students continue asking questions until they guess the correct person. They may use other words besides the ones in the chart.





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