Cross-curricular links
Health and safety check
ICT links
Values links
monitor and support less able learners in sentence writing tasks and highlight where they should self-correct
monitor learners’ answers in sentence production tasks and use a range of correction techniques
cross-curricular links: languages
[contrasts with L1]
challenge more able learners to correct other learners’ sentences written on the board
| Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why? | Answer the most relevant questions from the box on the left about your lesson. |
MODULE 2
Lesson plan
LESSON: Module 2 Lesson 4
School:
Date:
Teacher name:
CLASS:
Number present:
absent:
C6 C10 UE3 UE12
Lesson objectives
All learners will be able to:
use some target language to correctly describe some features of people, objects, places and activities with support
Most learners will be able to:
use a range of target language to correctly describe some features of people, objects, places and activities with support
Some learners will be able to:
use some target language to correctly describe a range of features of people, objects, places and activities with little support
a range of types of adjective used before nouns and some adverbs used to qualify adjectives e.g. very
Plan
Planned activities
Excel
Resources
To generate interest in the lesson
Ask learners to write a sentence about something they own using 6 adjectives in front the object [noun]
Explain that part of the lesson today will be about the correct order of adjectives in such sentences
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Main activities
UE3
UE3
UE3
UE12 |
To present and practise adjectives and order of adjectives Ss’ books closed. Explain/Elicit that adjectives describe nouns and go before nouns. They can be used alone, after the verb to be or after verbs such as look, smell, sound, feel, taste etc. They have the same form in the singular and plural. Explain that opinion adjectives (nice, beautiful, ugly, etc) go before fact adjectives (big, old, glass, etc). Write the following examples on the board: a) a pretty young girl, b) an ugly old man. Elicit which is the fact/opinion adjective in each example (opinion = pretty, ugly; fact = young, old). Ss open their books. Go through the theory box and draw Ss’ attention to the table. Explain that when there are two or more fact adjectives in a sentence they go in the order shown. Also, point out that we do not usually have a long list of adjectives before a noun – three is usually the most. Explain the task. Ss complete it. Check Ss answers
To present and practise adjectives with -ing/-ed endings Read the theory box aloud and elicit other examples of adjectives with -ing/-ed endings. Point out that -ing endings refer to what something is like and -ed endings to how we feel about something. Explain the task. Ss complete the task. Check Ss’ answers. |
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To present and practise adjectives with -ing/-ed endings Read the theory box aloud and elicit other examples of adjectives with -ing/-ed endings. Point out that -ing endings refer to what something is like and -ed endings to how we feel about something. Explain the task. Ss complete the task. Check Ss’ answers. To present and practise adverbs of degree (quite – rather) Go through the theory box for quite – rather with the Ss. Elicit further examples from the class. Ss complete the exercises. Check Ss’ answers. | |||||||||
| Ending the lesson C10 | Play in teams. Point to an object/person in the class. The other team has to use two adjectives to describe it. Each correct answer gets one point. The team with the most points is the winner. |
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Additional information | |||||||||
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