Professional Documents
Culture Documents
Name Course
------ ---------- Delta Modules: Module Two
Level of learners Type of lesson
B2/Upper-Intermediate (Adults) Language Systems Assignment 3: Vocabulary
Number of learners Date, time, length of lesson
4 (average attendance of 8) 11/11/2016, 9:15 10:15 (60 minutes)
Learner Profile
The group and the course:
The group consists of four highly motivated students. It is a monolingual class, they are
friendly and loyal to each other, especially taking into consideration that they have
some differences in age. All students in the group have very good theoretical
knowledge of English, however they cant use it in their speech. All of the students
want and need to improve their speaking skills. Also some stronger students like Tomas
and Olga have a great range of vocabulary.
They are enrolled in a General English course, which has been arranged especially for
the purpose of the DELTA teaching practice. This group has one lesson a week, which is
120 min long.
The individual learners:
Student Strengths/Weaknesses
Tomas Tomas has very a good knowledge of English and very good
vocabulary. He is a confident person and has a lot of
interesting ideas. He can speak a little German and can
understand Russian a bit also.
Lesson aims
Main aims: By the end of the lesson the students will be able to use the adjectives
with prepositions listed in the language analysis to describe their interests, strong
habits and hobbies.
Subsidiary aims:
To teach the awareness of the difference in meaning of TL
To practice spoken fluency when talking about interests, hobbies and habits.
Language/Skills Analysis
This a story about my younger brother, who is totally addicted to his phone, he
can't stop using it and he feels uncomfortable without it. Hes always been
interested in technology and he used to love his android phone, however not so
long ago he is keen on the iphone. He has become a massive fan of theirs in recent
years. He really wanted to get a new iphone 6, because he was pretty tired of his
old android phone, it wasnt interesting for him anymore.
Since he got the iphone he has been so hooked on using it, that he doesn't even
look up from his phone when we meet up for coffee, he seems to be fascinated by
every little thing to do with it. I'm really getting fed up with talking to the top of his
head and I wish I could spend at least 5 minutes with him, without his phone.
However I have to admit that Im mad about my phone too, but I don't think that
Im not as obsessed with it as he is. He wakes up and falls asleep with his phone in
his hands. Im fond of my brother but this habit annoys me a lot.
MEANING:
If you are addicted to/ hooked on/ obsessed with, you are enjoying a
particular activity very much and spending as much time as you can doing
it
CCQs:
1. Is it a strong habit? Yes
2. Can you control it? No, not really
3. Can this habit be harmful for you? Yes
4. Could you give me an example of it? Ss answers
5. Which adjective is an extreme form? obsessed with
6. Which adjective is informal? hooked on
Fond of - liking and caring about something very much, especially as a result of
knowing them well or for a long time
CCQs:
1. Is it boring for you to do it? no
2. Is it your hobby? yes
3. Is it your habit? maybe
4. Do you have a special affectionate feeling about it? yes
Interested in/ Fascinated by having a curiosity or interest in something or
somebody.
CCQs:
1. Do we like it? Yes
2. Do we want to know more about it? Yes
3. Can he control it? Yes
4. Is it a bad habit? No
5. Which adjective is stronger? Fascinated by
Tired of/ fed up with you dont want to continue doing that because you are
bored or annoyed.
CCQs:
1. Do we enjoy doing it? No
2. Would you like to stop doing it? Yes
3. Why do you want to stop doing it? bored
4. (extra question in case of no answer) Do we want to stop because we are bored or
because we dont have time for it? bored
5. Which adjective is informal? fed up with
FORM:
PRONUNCIATION:
- /d/
Adjective Transcription
Tired of [tad v]
- /t/
Adjective Transcription
Hooked on [hkt n]
Obsessed with [bsst w]
- /d/
Adjective Transcription
Addicted to [dktd tu]
Interested in [ntrstd n]
I'm really getting fed up with talking to the top of his head
Assumptions
I think most of the students have had some exposure to these adjectives during their
studies at previous courses or they have heard these adjectives from their teachers.
And during my observation of previous lessons I have heard students (Olga and Tomas)
using these adjectives forms in their freer practices, so I can assume they will be
familiar with the most of the vocabulary list.
I do not expect the students to have many problems with the form and pronunciation of
the suffix ed of the TL, so I am planning to devote more time to working on the
intonation of sentences that include the TL. Even though the students might be familiar
with most/all TL vocabulary, they might not be aware of slight difference in register and
meaning of some adjectives.
Anticipated problems and suggested solutions
Materials/resources to be used
Handouts self-made
Freer practice exercise from New English file upper-intermediate p.36, unit 2C, Clive
Oxenden & Christina Latham-Koenig, Oxford University Press.
Commentary
So far we have had 3 lessons with this group, and after the first two lessons we made
false assumptions about the students knowledge. After my last observation of this
group they surprised me with their good range of vocabulary and knowledge of English
grammar, which unfortunately they dont use it in their speech so often.
That is why I have chosen to have a vocabulary lesson with this group in order to test
and challenge them; to get a better understanding of their knowledge of English.
During my observations I have heard that the students were using some of the
adjectives of the target language, so I expect them to be familiar with most of the
adjectives. But I would like to know how many other words of addiction they know and
whether they are aware of the semantic and register difference between each of them.
Most of the exercises I have decided to create myself: firstly so that they all fit one
context and are interlinked. Secondly the exercises from other resources that I found
were not challenging enough for this group.
I have chosen the Test Teach Test method as I think it is the most efficient and
convenient approach for this lesson. It challenges the students but doesnt patronise
them and excludes the repetition of information they already know. This in turn makes
the lesson more student-cantered.
For the exercises of working on the Meaning and Form of the TL I have created Guided
Discovery handouts, with questions about the key features of the TL. This is not the
easiest way for the students, therefore it makes it more memorable, especially for
students of their level.
For one of my controlled practices I have created an activity which only contains
pictures, without any TL or prompts in it. I think it is better for students because, first of
all they would have to try to recall all of the words from the TL, which will help them to
memorise them better. And second of all pictures also help them to create their own
generative grammar for this TL. Lastly, pictures are a relatively controlled practice.
Each students might have his own association or feeling of each expressed emotion on
the picture, so this way students will produce sentences that are closer to their own
feelings.
For the freer practice I have adapted an exercise from New English File upper-
intermediate, OUP. With this exercise students will personalise the TL, which makes it
more interesting and more memorable for students.
2. Working on meaning
Match adjectives with the definitions, each definition can have a few
adjectives.
(Teacher-made)
1. Clarification of meaning
Place the adjectives on the chart according to their level of strength and
emotional level.
(Teacher-made)
2. Clarification of form
Complete the sentences or part of the sentence with the words that you
have learned and answer the following questions:
What is used after the adj?
What is used before adj?
What is used after the preposition?
7. I'm really getting _______ ___ with talking to the top of his head
(Teacher-made)
(Teacher-made)
Freer practice
What is your addiction level to the following things?
The Watchin Listenin Doing shoppin Compute Sports Cleanin Doing English
interne g TV g to job/ g r games g the hobby
t music workah house
olic
Ask your partner about his/her addictions and interests then ask
follow-up questions for as much details as possible (there are some
sample questions the other side of the card)
Are you totally addicted to to anything?
How long do you usually spend on the
activity?
What effect does it have on your family?
Have you ever tried to give it up or do less?
Why?
Was it successful?
Appendix 2
Answer keys
1. The text My brother
Hooked on
Fascinated by
Fed up with
Mad about
Obsessed with
Fond of
1.
2. Working on meaning
Match adjectives with the definitions, each definition can have a
few adjectives.
enjoying a very liking and having a you dont
particular enthusiastic caring about curiosity or want to
activity very about something interest in continue
much and something very much, something or doing that
spending as especially as a somebody because you
much time as result of are bored or
you can doing knowing them annoyed
it well or for a
long time
addicted to, keen on, fond of interested in, tired of,
obsessed mad about fascinated by fed up with
with, hooked
on
Clarification on meaning
I'm really getting fed up with talking to the top of his head
My brother is totally
addicted to his phone