#GREATWEEKEND
A. AIMS
1. Knowledge
- Pronunciation: /e/, /əʊ/, and /ʌ/
- Vocabulary: adjectives ending -ed and -ing
2. Skills
- Reading: checking and correcting information
B. MATERIALS, FACILITIES AND METHODS
- Materials: English File Pre-intermediate 4rd edition (SB and WB)
- Facilities: chalk, board, draft paper
- Methods: pair and group work, game, role play, presentation
C. PROCEDURE
1. Class stabilization:
- Check class attendance: …………………………
+ Absent students: ………………………………………………………………………
- Ask some questions:
What day is it today?
What is the weather like?
How are you today?
2. New lesson
WARM-UP (books closed)
Tell Sts that you’re going to describe your last weekend, but that one detail will be
false, and that they have to guess which detail it is. The detail can be as easy or hard to
spot as you like. (Sts do this themselves later in the lesson, so don’t ask them to do it
now.)
1. READING
1.a. Books open. Focus on the instructions and make sure Sts understand the word
tweet (= a message sent using Twitter).
- Give Sts time to read the four tweets and then ask them the question as a whole class.
1.b. Focus on the article and tell Sts to read it first, then read the tweets again, and
answer the questions.
- Get Sts to compare with a partner, and elicit some opinions on which tweets probably
aren’t true.
Extra support
Before Sts read the article the first time, check whether you need to pre-teach any
vocabulary.
1.c. Go through 1–6 with the class, making sure Sts understand all the lexis, e.g. fake
tan.
- Get Sts to read the article again and correct the wrong information.
- Get Sts to compare with a partner, and then check answers.
- Deal with any other new vocabulary. Model and drill the pronunciation of any tricky
words.
1.d. Put Sts in pairs and get them to discuss the two questions.
- Get some feedback from various pairs.
2. VOCABULARY
Vocabulary notes
Several common adjectives in English have two forms with different meanings, e.g.
tired and tiring. The -ed form has a passive meaning, and describes a person who feels
this way. The -ing form has an active meaning, and describes the person or thing that
produces the feeling.
It is important to highlight that we use -ed adjectives mainly for people because they
refer to feelings, e.g. I’m tired. We use -ing adjectives for things (and sometimes
people) which produce the feeling, e.g. Driving at night is tiring.
It is also useful to point out that although the majority of adjectives that end in -ed also
exist ending in -ing, there are some which don’t, e.g. I’m feeling stressed. My job is
very stressful. NOT My job is very stressing.
2.a. Focus on the two highlighted words in the article and elicit the answers to the
questions. You could tell Sts that a person can also be boring, e.g. My neighbour is a
very boring man.
2.b. Get Sts to read questions 1–6 and circle the correct adjective.
- Play the audio for Sts to listen and check.
- Check answers, making sure that Sts understand the meaning of all the adjectives.
! Be careful with excited / exciting. It is a false friend in some languages.
- Drill the pronunciation of the adjectives. Remind Sts that the -ed is pronounced in the
same way as regular past verbs, i.e. /t/, /d/, or /ɪd/.
Extra challenge
You could elicit / teach some more -ed / -ing adjectives, e.g. surprised / surprising,
disappointed / disappointing, etc.
2.c. Now put Sts in pairs and get them to ask and answer the questions in b. They
should give extra information when possible. Get some feedback from the class.
3. PRONUNCIATION
3.a. Focus on the three sound pictures and elicit the words and sounds: egg /e/, phone
/əʊ/, and up /ʌ/.
- Focus on sentences 1–6 and the pink letters. Give Sts, in pairs, a few minutes to say
them out loud to each other and decide which sound they are (a, b, or c). You could do
the first one as a class.
3.b. Play the audio for Sts to listen and check.
- Check answers.
- Play the audio again, pausing after each sentence for Sts to listen and repeat.
- Give Sts time to practise saying the sentences.
- Finally, get individual Sts to say them out loud.
Extra support
If these sounds are difficult for your Sts, it will help to show them the mouth position.
You could model this yourself or use the the Sound Bank videos on Online Practice.
3.c. Tell Sts they are going to hear a question and they must answer it first with a one-
word negative answer with No-, and then with a full sentence using a negative verb.
Point out the example. You might want to stress that this is a drill, so Sts must always
answer in the negative and not think about themselves.
- Play the audio, pausing after each question to give Sts time to respond.
- Then repeat the activity, eliciting responses from individual Sts.
Extra support
Write NOTHING, NOBODY, NOWHERE, and I DIDN’T…ANY- on the board to
give Sts something to focus on and to help elicit the response.
3. Homework
HOMEWORK: WB Ex.1 p.30; Ex.3 p.31
